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Career Commitment T&C's
This commitment enables Open Colleges students who do not achieve the objective specified during their enrolment (e.g. Enter the workforce, career change, promotion, learning new skills/hobby) within 6 months of completing their course, to receive a second Open Colleges course or module selected by Open Colleges of equal or lesser value for no additional course fee (the Commitment Course), in order to assist the student to gain additional training necessary to achieve their specified outcome.
The conditions of the commitment are:
The Commitment only applies to online courses offered by Open Colleges
The Commitment does not apply to face-to-face courses offered by the School of Health
It only applies to Australian domestic students.
The student must have successfully completed or graduated from their initial course within the maximum course duration
The commitment will only apply if the student has paid their course fees in full
If course pre-requisites and/or eligibility criteria apply for the Commitment Course, the student must meet these conditions to be enrolled in the Commitment Course
The commitment will only apply if the student has made reasonable efforts to achieve their specified objective during their course and within the 6 months’ post course completion. Open Colleges will assess and determine whether the student has made reasonable efforts based on evidence of effort provided by the student. Examples of this include:
Proof of job applications in an industry related to their course of study
Proof of applications within the same employer for promotion or other jobs related to their course of study
Students that enrol as a hobbyist will need to let us know what skills were not learned in their course (to help us close the skill gap)
To accept the commitment, the student must contact Open Colleges within 6 months after the date which is 6 months after completion date of the initial course, after which the commitment expires.
The commitment applies to any course of equal or lesser value. If the second course is more expensive the student will need to pay the difference in the course fees.
The offer is limited to one Commitment Course
The commitment is non-transferrable
The commitment is only valid for new enrolments after (July 3rd, 2017).
Open Colleges reserves the right to cease to offer the commitment at any time without notice, provided that the commitment will remain in place for any student enrolled prior to the commitment offer being cancelled.
Diploma of Early Childhood Education and Care
Diploma of Early Childhood Education and Care
With Open Colleges’ CHC50113 Diploma of Early Childhood Education and Care, you will get the skills and knowledge you need to foster children’s wellbeing and nurture their development, as well as take up management positions within the sector.
Enter your details below to receive a free course guide and a consultation with an Education Advisor.
Potential career outcomes
Children's Service Director
Children's Service Manager
Group/Team Coordinator (Children's Services)
Group/Team Leader (Children's Services)
OOSH Coordinator (In states where the qualification is recognised as appropriate)
Childcare is a rewarding career choice, and the CHC50113 Diploma of Early Childhood Education and Care is recognised under the Australian Qualifications Framework (AQF), meaning that your diploma will demonstrate to potential employers that you have achieved a certain level of training and study.
If you want to help children get a great start in life, then this course is perfect for you. It will teach you to develop strategies to provide and maintain healthy, safe and caring environments for children. With the CHC50113 Diploma of Early Childhood Education and Care, you will learn how to design and implement educational programs that will stimulate learning and development, and get the skills you need to foster the holistic wellbeing of children.
You’ll also learn fundamental management skills, so you can move into more senior roles.
Why study this course?
You don’t need previous experience in childcare to enrol, all you need is to be over 18 years of age and have completed year 10 or a Certificate II or higher.
The course will cover the basics of childcare, and move through to more advanced education theory and practice.
It’s perfect for people wanting to start their career in childhood education, as well as for those looking for a qualification that will enable career progression into management roles.
Students of this course will receive a free membership to Early Childhood Australia (ECA), worth over $150, after the first module.
For students wishing to study further, Open Colleges has formalised articulation with Southern Cross University.
This course involves work placement that currently needs to be undertaken in Australia. More information available in our FAQs
Learners will need to be reasonably physically fit as the role of an educator involves a variety of tasks that require a reasonable amount of physical activity, such as personal care of children, lifting and cleaning. Some lifting of children and equipment is required. Learners should be fit to undertake this manual lifting.
You will need to have completed year 10, or equivalent. Equivalency can be demonstrated by one of the following:
A qualification at Certificate II level or higher OR
2 years of industry experience in a role that requires the use of written documentation and communication.
You will need to be at least 18 years old.
This course involves reading and undertaking a range of written assessments, as well as engaging in online forums and discussions. Furthermore, the delivery mode relies on the extensive use of written communication. As such, entry to the course requires the successful completion of English to Year 10 level.
If you haven't successfully completed English at Year 10 level, you can demonstrate equivalency through one of the following:
Successful completion of a Nationally Recognised Training qualification at Certificate II level or higher; or
2 years relevant industry experience in a role that requires the use of written documentation and communication
Open Colleges recognises that not all people are able to read, write and perform calculations to the same standard. See the Language, Literacy and Numeracy Considerations section for more information on tools, resources and support services provided to you by Open Colleges.
You will need access to a computer and the internet and have basic computing skills. Minimum specifications for your computer are:
Microsoft Office 2010 or equivalent
Broadband internet connection
2GB of RAM
CD-ROM or DVD drive
Adobe Reader XI or equivalent
Adobe Flash Player 10 or higher.
Access to printer and associated software
Access to scanner and associated software
Digital imaging software
File compression software.
Microsoft Windows 7 or higher (Windows 8 recommended)
1 Ghz or faster processer (2GHz recommended)
Mac OS users:
Mac OSX v10.5 or higher (Mac OSX v10.6 recommended)
1 Ghz or faster processer (2GHz recommended)
To successfully complete this course, you will require basic computing skills. This includes:
Creating, saving and editing Microsoft Office documents.
Accessing and searching the internet.
Downloading and saving documents from websites.
Uploading documents through websites.
Participating in online discussions.
Compressing image files.
Connecting digital cameras and downloading and storing images.
Language, Literacy and Numeracy
Our free online assessment tool can help give you an idea of the language, literacy and numeracy skills needed to study a VET course. This tool can also help you determine your learning level and help you plan your future studies. You can access the Language, Literacy and Numeracy tool here.
Open Colleges may make changes to the course from time to time to reflect changes introduced to the relevant Training Package or other regulatory requirements. Please download the course guide for current information about the course and its status.
Work legally and ethically
Identify and respond to legal requirements
Identify and meet ethical responsibilities
Contribute to workplace improvements
Use an approved learning framework to guide practice
Identify learning frameworks
Apply the learning framework
Develop cultural competence
Reflect on own cultural identity and biases
Identify and develop cultural competency
Research Aboriginal and/or Torres Strait Islander communities
Support individual cultural identities
Create environments to support children’s cross-cultural understanding and relationships
Support the implementation of inclusive learning experiences
Support children in developing confidence and strength in personal and cultural identity
Promote Aboriginal and/or Torres Strait Islander cultural safety
Identify cultural safety issues in the workplace
Model cultural safety in own work
Develop strategies for improved cultural safety
Evaluate cultural safety strategies
Identify and respond to children and young people at risk
Implement work practices which support the protection of children and young people
Report indications of possible risk of harm
Apply ethical and nurturing practices in work with children and young people
Ensure the health and safety of children
Support each child’s health needs
Provide opportunities to meet each child’s need for sleep, rest and relaxation
Implement effective hygiene and health practices
Supervise children to ensure safety
Contribute to the ongoing management of allergies
Contribute to the ongoing management of asthma
Provide care for babies and toddlers
Promote safe sleep
Provide positive nappy-changing and toileting experiences
Promote quality mealtime environments
Create a healthy and safe supporting environment
Develop relationships with babies and toddlers
Develop relationships with families
Provide care for children
Provide physical care
Promote physical activity
Adapt facilities to ensure access and participation
Help children with change
Settle new arrivals
Develop positive and respectful relationships with children
Communicate positively with children
Interact positively with children
Support and respect children
Maintain the dignity and rights of children
Promote and provide healthy food and drinks
Promote healthy eating
Plan food and drinks that are nutritious and appropriate for each child
Maintain food safety while carrying out food-handling activities
Analyse information to inform learning
Gather and document information about children
Monitor children’s learning and development
Use evidence to inform practice
Share information appropriately
Foster the holistic development and wellbeing of the child in early childhood
Foster physical development
Foster social development
Foster emotional development
Foster cognitive development
Foster communication development
Foster an environment for holistic learning and development
Nurture creativity in children
Foster creativity through the physical environment
Foster creativity through the human environment
Foster creativity through a learning framework
Establish and implement plans for developing cooperative behaviour
Establish and apply limits and guidelines for behaviour
Identify and review behaviour as required
Develop a plan to guide a particular child’s behaviour where required
Implement and monitor behaviour plan
Implement strategies for the inclusion of all children
Identify children with barriers to learning
Develop a plan for support and inclusion
Implement strategies to meet the child’s additional needs
Monitor and review strategies
Design and implement the curriculum to foster children's learning and development
Develop appropriate settings and environments
Design and implement curriculum in consultation with others
Design learning experiences to foster children’s learning and development
Implement learning experiences to foster children’s learning and development
Assess and evaluate planned and unplanned teaching and learning
Work in partnership with families to provide appropriate education and care for children
Provide families with opportunities to be involved in the service
Provide information to families about their child
Provide information to families about the service
Provide information about community services and resources
Promote children's agency
Establish a learning environment that reflects children’s interests
Provide opportunities that stimulate learning and development
Design, implement and evaluate learning experiences for children
Support children to participate
Maintain work health and safety
Contribute to workplace procedures for identifying hazards and controlling risks
Implement policies and procedures into work team processes
Support consultation, cooperation and communication
Embed sustainable practices in service operations
Develop a sustainability management plan
Support children to develop an understanding and respect for the natural environment
Support others in implementing sustainable practice
Embed sustainability into service policies and procedures
Establish and maintain a safe and healthy environment for children
Support each child’s health needs
Provide for each child’s comfort
Promote and implement effective hygiene practices
Take steps to control the spread of infectious diseases
Ensure adequate supervision of children
Take precaution to protect children from harm
Develop plans to effectively manage incidents and emergencies
Once students have successfully completed all previous assessments and reach Module 22, their Structured Workplace Learning documents will be made available. Students can commence their placement from Module 22
Facilitate compliance in an education and care service
Interpret the National Quality Framework
Facilitate an organisation self- assessment
Facilitate the development of a quality improvement plan
Coordinate the service for a site visit
Lead the work team
Contribute to and promote effective work practices
Develop and implement staffing processes
Maintain professional approach to leading work team
Promote effective workplace relations
Review individual performance
Develop and implement policy
Research new policy initiatives
Test draft policies
Develop policy proposals
Implement and review policies
Develop workplace policy and procedures for sustainability
If you pay your course fees up-front in full, you’ll benefit from a discount. When you pay in full, we don’t have to spend extra money on administration for tasks such as payment plan processing. Instead, we get to pass this saving onto you in the form of a discount.
zipMoney Payment Plan
If you need a little more flexibility in your finances, and want to pay off your course fees over a longer period of time, we can assist by organising zipMoney to pay your course fees directly to us on your behalf, and you pay this loan back to ZipMoney over a period of agreed time with them. zipMoney provides you flexible options of selecting a 24, 36 or 48 months interest-free* payment plan (dependant on which course you are enrolling into) to suit your lifestyle, giving you more flexibility than ever before.
Pay for your course in weekly or fortnightly instalments. By paying in instalments, you can schedule your payments around your regular outgoings and get ahead without breaking the bank. Open Colleges payment plans are interest-free.
Claire has over 15 years’ experience in Childcare and holds a Diploma of Early Child Education and Care. She recently completed her Certificate IV in Training and Assessment online with Open Colleges and understands the pressures of juggling family, full time work and online study. For the last six years she has enjoyed the life of a Family Day Care Educator, attending Bush Playgroups and library playgroups with the children in her care. Claire is a passionate advocate for Family Day Care and is looking forward to sharing her experience and knowledge with students.
Eliana has over 25 years of experience within the Early Childhood Education industry. She has successfully undertaken senior roles within Long-Day Childcare Centres and in Out of School Hours Care services, having served in Directorial roles for some 15 years.
Eliana is passionate about the industry and equally so about helping students reach their potential, whether they be an Early Childhood student or someone who is interested in becoming a part of the next generation of Early Childhood Education Professionals.
Georgina has over 25 years’ experience in Early Childhood Education.
Throughout her years, she has occupied a variety of roles, including University Supervisor, owner/operator of her own early childhood service and teaching the Certificate III and Diploma of Early Childhood with Open Colleges over the last 5 years.
As a tertiary qualified Early Childhood Educator, she is committed to delivering a high-quality service for children, families and staff. Her passions include inclusivity – particularly working with children with additional needs, and mentoring others about the value of the early years for young children.
Jessica has worked with a diverse range of children from birth up to 14 years of age across a wide range of services. Jessica’s traditional work has been supplemented with substantial experience as an Inclusion support worker for children with additional needs. After completing her Certificate IV in Training & Assessment, she decided to pass on her skills and knowledge to future educators. Jessica has just over 4 years hands on experience in both classroom facilitation and online learning in a Senior Training Role. Jessica believes that, as an educator, there are always areas in which to grow and learn more.
Kim has been in the ECEC industry for several years and has most recently come back to NSW after living in South Australia and working as an Early Childhood Teacher for the South Australian Department of Education. During this time with the DECD South Australia, Kim’s service went through the accreditation process, achieving an ‘Exceeding’ rating. Kim has worked at an RTO in NSW for many years prior to her time in South Australia assisting students studying the Cert III and Diploma of ECEC. Kim has an abundance of experience in both VET and Early Childhood Education.
Lyndal holds a Bachelor of Teaching as well as a Certificate IV in Training and Assessment. She has over 15 years’ experience working with educators, children and families and in early childhood education, and has also continuously furthered her qualifications and professional development. Throughout her career Lyndal has undertaken numerous roles. Most recently she worked as an educational leader and mentor in services- up skilling early childhood educators in curriculum planning and working with the Early Years Learning Framework.
Michaela has 26 years of industry experience, both local and international and has extensive experience working with children 0-12 years. Previously working in Preschools, Kindergartens, Early Learning Centres. Being appointed Co-ordinator for an After School and Vacation Centre, and as a Director for two Childcare Centres has also increased Michaela’s knowledge of the sector. Michaela has experience in consulting and assisting with Assessment and Rating in centres. Michaela has a passion for the Early Childhood Education sector.
Her formal qualifications include an Associate Diploma in Social Services and Child Studies, a Bachelor of Teaching (Early Childhood), Certificate IV Training and Assessment and an Address Adult Language, Literacy and Numeracy Skills.
Opilla has been working in the Early Childhood Industry for 23 years working in variety of services in both the Illawarra and Sydney including setting up new services, family grouped and aged grouped centres. She has worked with all age groups preferring to work with the babies and toddlers, although these age groups are very challenging. She found them the most rewarding seeing them learn and develop forming bonds and attachment with their peers and educators.
Throughout these years, Opilla has seen many changes, beliefs and theories on how children learn and develop throughout their lives she has experience in being room leader in all rooms, 2IC, working with and being a part of projects with academics from Macquarie University throughout her working life. In 2014 she decided to pass on her passion and love of the industry, gaining her Certificate IV in assessment and training and began teaching Certificate III and Diploma in Children Services to International students and domestic students.
Victoria has had many years in early childhood education. She holds a Certificate III in Early Childhood Education and Care, Diploma of Early Childhood Education and Care, Certificate IV in Training and Assessment and near completion of Bachelor of Education (Birth to Five Years).
Victoria is passionate about early childhood education and volunteers regularly assisting children living on the margins with education programmes and support.
The course contains a minimum of 240 hours of work placement
Your work placement will need to be conducted in a registered child care facility, supervised by a qualified staff member. You will also need to secure your own Work Placement, however Open Colleges can provide advice and direction through our Work Placement Support Team.
There are a number of statutory checks required by workplaces, such as a Criminal Record Check. These may vary by state. In addition, individual workplaces may impose additional requirements on students undertaking work placement. You will be responsible for the costs of any such checks or requirements. Please see the Workplace Assessment Guide for details on the individual statutory requirements for your state or territory.
You will also need to complete a First Aid Certificate to demonstrate competency for HLTAID004 Provide an emergency first aid response in an education and care setting at your own cost prior to completing your course.
Your work placement will need to be completed in Australia, and you will be responsible for the costs of any travel, accommodation, statutory checks or other requirements related to your work placement.
Electives need to be chosen prior to commencing work placement.
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