Program Information Kit

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1 P Colour code: 255, 59, 120 Font Arial Unicode 28 CHC50908 Diploma of Children s Services Program Information Kit This kit contains: Program Information Key Learning Area Competency Descriptors Proudly part of HR Workforce Development Level 1 West, Education Building 31 Flinders Street, Adelaide SA Web: Round Drop: R11/58 Ph: (08) Fax: (08)

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3 CHC50908 Diploma of Children s Services PROGRAM INFORMATION Updated March 2010 WHO This is a nationally recognised qualification and is only available for currently approved Department of Education and Children s Services (DECS) Family Day Care (FDC) care providers and staff. The program is based on a Recognition of Prior Learning (RPL) process. Once the RPL process has been completed, training and support will be provided for training needs identified during the RPL process. This program is contextualised for the FDC environment. Care providers will be able to complete the requirements of the course within their Family Day Care service. AIMS This program aims to support care providers and staff to participate in a program that will allow them to consolidate and develop high level skills and knowledge to: Provide healthy and safe environments for children Support the development of children of all ages Develop skills in observing and planning for children Design complex programs for children Develop skills in professional practice This program offers DECS FDC care providers and staff many benefits including: BENEFITS Recognition of current skills and abilities to provide quality care for children and families Further development of work-based knowledge and skills Professional networks The achievement of a nationally recognised qualification, which is transferable across all areas of children s services nationally. Some universities may award credit for completion of this qualification towards an undergraduate program in early childhood education degrees. For more information please contact the relevant university admissions office. This qualification consists of core and elective competency standards (units) from the Community Services Training Package CHC08. The program includes the key learning areas of: Health and Safety Child Development; Areas of Learning Child Development; Observing, Planning & Program Design Professional Practice

4 CHC50908 Diploma of Children s Services Key Learning Area COMPETENCY DESCRIPTORS HEALTH AND SAFETY CHCCN511A Establish and maintain a safe and healthy environment for children This unit describes the knowledge and skills required for a worker to: Establish Manage Monitor the implementation of a safe and healthy environment when working with children HLTOHS400A Maintain OHS processes Establish and maintain occupational health and safety system in the workplace Working with others Identifying, controlling risks and dealing with hazards CHILD DEVELOPMENT AREAS OF LEARNING CGCFC504A Support emotional and psychological development in early childhood Support the emotional and psychological development of children Promote their ethical understanding CHCFC503A Foster social development in early childhood Foster the social development of children Promote their ethical understanding CHCIC512A Plan and implement inclusion of children with additional needs This unit describes the knowledge and skills required for workers who provide care for a range of children to: Identify children with additional needs Work with relevant others Plan and implement inclusion strategies that meet identified needs CHCIC510A Establish and implement plan for developing cooperative behaviour establish, monitor and implement both individual and group plans for behaviour modification. CHCFC505A Foster cognitive development in early childhood foster and enhance cognitive development of children CHCFC506A Foster children s language and communication development Foster and enhance children s language development Foster children s communication development CHCFC502A Foster physical development in early childhood Provide planned and spontaneous experiences Provide experiences to enhance children s physical development CHCFC508A Foster children s aesthetic and creative development Plan and provide age appropriate aesthetic experiences Support children to participate in the expressive arts to develop creativity, imagination and self expression CHCFC507A Use music to enhance children s experience and development Provide a range of developmentally appropriate music and movement experiences Support, facilitate and extend children s participation in music and movement Plan and implement a range of developmentally appropriate music and movement experiences

5 CHILD DEVELOPMENT OBSERVING & PLANNING & PROGRAM DESIGN CHCRF511A Work in partnership with families to provide appropriate care for children work in partnership with families Provide opportunities for family members to participate in the service Respond to a family member s concerns about a child CHCPR509A Gather, interpret and use information about children collect high quality information on children to assist in program planning CHCPR502D Organise experiences to facilitate and enhance children s development establish an environment to foster children s development provide creative and challenging opportunities which stimulate learning and development of a child Plan, implement and evaluate developmental appropriate experiences for children CHCPR5101A Design, implement and evaluate programs and care routines for children design, implement and evaluate programs Support individual care routines Foster and enhance children s development PROFESSIONAL PRACTICE CHCIC501A Manage children s services workplace practice to address regulations and quality assurance Facilitate the evaluation of an organisation Delivery of children s services through a quality assurance process Manage regulatory compliance CHCIC511A Implement and promote inclusive policies and practices in children s services Support the development of inclusive practices in the service Implement the development of inclusive practices in the service Promote respect for diversity among children CHCORG506C Coordinate the work environment Contribute to and promote effective work practices Work with others Advocate for workplace health and safety practices

6 DELIVERY: The RPL program is facilitated over a 24 month period, but may be completed earlier. The program is designed to maximise learning and assessment opportunities in the workplace and is offered through a range of methods including self-paced learning and assessment activities, online sessions and informal study groups. Milestone dates for the completion of key learning areas are provided to keep participants on track. HOW Apply First Aid is completed by attending a Senior First Aid course (with St John, Red Cross or another nationally recognised Registered Training Organisation). For those who already have this competency, it is accepted as part of the recognition process. ASSESSMENT: A key element of accredited training is that learning is assessed. Assessment is about applying what is learnt in the workplace and demonstrating competence. Assessments involve a range of activities including responses to scenarios, work based activities, small projects, participation in discussions and reflection on worksite policies and practices. Assessment is conducted by qualified Organisation and Professional Development Services assessors. All learning materials, sessions and support strategies are designed to assist participants to successfully complete assessments. While it is expected that participants will need to commit some out of work hours, the program is designed to build on opportunities within participants normal work environment. Each individual brings her / his own knowledge, skills and experience to the program and therefore each will have different support for the RPL process. The time required for each participant to complete the program will vary. As a guide, participants should expect to spend 5-15 hours per Diploma level competency. Completion of the twelve pre-requisite units will be achieved through credit transfer initially or imbedded RPL in the Diploma units. Stage One June Dec 2010 RPL / gap training for key learning area; Health & Safety Stage Two Feb April 2011 RPL / gap training for key learning area Child Development: Areas of Learning TIME Stage Three May Sept 2011 RPL / gap training for key learning area Child Development: Areas of Learning Stage Four Oct 2010 Feb 2012 RPL / gap training for key learning area Observing, planning and program design Stage Five March - May 2012 RPL / gap training for key learning area Professional Practice Participants are encouraged to network together in online and local study groups according the staged schedule above. This will allow time for RPL to occur, as well as additional learning opportunities and further assessments as identified in each key learning area. Participants wishing to complete the program earlier will be offered resources and support in response to their self-paced needs.

7 Online Support Online participants access program support from peers and staff. This happens online via Centra and edna groups. Centra Symposium is an internet based online software program which provides participants with opportunities to ask questions and interact with peers facilitators and assessors during live interactive sessions. Most home computers are suitable for Centra. Broadband is highly recommended. SUPPORT Edna group provides access 24 hours a day / 7 days a week to online resources and web-based discussion forums. Group members include participants in the program, OPDS facilitators, assessors and FDC staff. Being actively involved in your edna group will give you contact with other participants, DECS FDC staff and OPDS staff via interactive forums where you can post questions, ideas and comments. Involvement in your edna group will also promote discussion and reflection with other participants in the program. The edna group will also contain supporting documents, web links and other resources which will support your learning throughout the program. Further Support All participants have access to additional phone contact from OPDS and support from their FDC field worker or line manager. For participants unable to access online support, local study groups will be established. Learning and assessment materials may be posted out as required. This program is based on an RPL process and contextualised for the Family Day Care environment. The following steps occur during the RPL process: NATIONAL RECOGNITION CREDIT TRANSFER & RPL Pre-enrolment information provided RTO provides information and guidance on how to proceed (this includes self assessment) Candidate is selected for program Enrolment process includes supplying the full Introductory RPL Kit A Negotiated Learning Plan is established Candidate is provided with information on gathering evidence for RPL Evidence is submitted to the assessor Assessor reviews evidence and provides feedback A competency conversation occurs between the assessor and the candidate Assessor provides feedback to the candidate If gaps in skills/knowledge are identified further evidence or follow up tasks may be required Work place assessment occurs at various stages of the program If more time is required for further evidence and assessment there may be a requirement to renegotiate the learning plan Gap training may be provided to meet the candidate s learning needs if full RPL process is unsuccessful After further assessment, if not successful, an Action Plan will be established If competency is still not achieved, the candidate is advised accordingly On successful completion of the RPL process, OPDS issues the qualification National Recognition (NR) is where units of competency have been successfully completed through an Australian registered training organisation and the units match those in this program. Credit Transfer (CT) is where previous formal study completed has equivalent outcomes to any units offered within this program. Recognition of Prior Learning (RPL) is where participants can demonstrate current skills, knowledge and experience to match the criteria in relevant units, competency may be achieved through RPL. This program is based on a strong and ongoing focus on RPL and work based assessments within Family Day Care environments. The Participant Handbook and the Participants Guide to Recognition of Prior Learning are available on the website, both guides provide further information about National Recognition. Credit Transfer and RPL.

8 Selection criteria for this funded program includes: Current approval by DECS FDC and actively working as a care provider or currently working in DECS Family Day Care. SELECTION Industry recommendation involving: o A statement of recommendation from a DECS FDC field worker or line manager o Two additional referees; for example, a parent of children in care and a peer A strong commitment to participating in and completing the program as indicated by: o o o A personal written statement Correct and timely completion of application Attendance at a pre-course information session or contact with OPDS Selection into this program also takes account of an equitable representation of participants from different areas across the state, with particular consideration given to rural and remote areas. The following steps outline the process for applying and accepting an offer to participate in the program: Step 1: Step 2: Each candidate who expressed an interest in the program receives an Application Pack The candidate attends an information session or contacts OPDS APPLY Step 3: Step 4: The candidate provides a letter of recommendation from a DECS FDC field worker/line manager The application form is completed, signed and sent to OPDS with the letter of recommendation. Step 5: Step 6: The selected participant receives a letter of offer and registration form. Those not selected will be notified in writing. To accept the offer, the participant returns the completed registration form by the due date. Orientation sessions will be provided after registration. FEES This program is funded by the Australian Government for the Productivity Places Program and supported by DECS FDC for care providers and staff: There are no fees for participation in this program. KEY DATES Applications to apply for the program close Wednesday April 28 th 2010 Letters of offer are sent in May 2010 Program commences in June 2010

9 Organisation & Professional Development Services (OPDS), is a Registered Training Organisation (RTO) within DECS. Children s Services, a work unit within the RTO, offers nationally recognised accredited training programs that are contextualised for the FDC environment. Programs currently available are: Full qualifications: ABOUT US CHC30402 Certificate III in Children s Services CHC50302 Diploma of Children s Services Short Course accredited training programs: Disability Studies CHCDIS1C Orientation to disability work CHCDIS17A Provide care and support students with disabilities. Further information about all programs is available on our website. RTO INFO The Participant Handbook provides information about OPDS; its policies, procedures and services that exist to provide support for participants during programs. The Participant Handbook can be accessed on the website Participants are expected to be familiar with the handbook prior to registration. Organisation & Professional Development Services Level 1 West, 31 Flinders St ADELAIDE SA 5001 Fax: (08) Website: Key contacts for the Diploma of Children s Services Program are: CONTACTS Trudi Shine Zina Kojic Senior Project Officer Senior Project Officer Ph: Ph: Bridget Pepper Bec Fittes Administration Officer Administration Officer Ph: Ph: (9.00am 5.00pm Mon, Tues, Weds, Thurs) (10.00am 3.30pm Tues, Wed, Thurs)

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