Release |
Comments |
Release 2 |
Updated:
Equivalent outcome. |
Release 1 |
This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. |
This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Elements define the essential outcomes. |
Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Identify learning frameworks |
1.1 Investigate different approved learning frameworks and identify the framework relevant to the service 1.2 Recognise differences between the relevant framework and other approved frameworks 1.3 Clarify the relevance of the framework with educators and others to identify its relationship to other aspects of relevant law and regulations |
2. Apply the learning framework |
2.1 Investigate how the framework is applied to support children s learning 2.2 Explore and develop an understanding of the principles and practices of the relevant framework 2.3 Work in collaboration with others to apply the principles and practices of the learning framework to all aspects of the educator role 2.4 Work in collaboration with others to implement framework learning outcomes 2.5 Reflect on own practices in the workplace and discuss with supervisor |
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. |
Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Range is restricted to essential operating conditions and any other variables essential to the work environment.
The learning framework used must be one listed in the Education and Care Services National Regulations.
This version was released in CHC Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.
Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
Release |
Comments |
Release 2 |
Updated:
Equivalent outcome. |
Release 1 |
This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. |
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
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The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
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Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessment must ensure use of:
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. |
Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53