Australian teacher aide supervising a classroom.

Early Childhood Education and Care Combo – CHC30125 + CHC50125

The Early Childhood Education and Care Combo combines the CHC30125 Certificate III in Early Childhood Education and Care and the CHC50125 Diploma of Early Childhood Education and Care into one planned study pathway.

The Combo is suited to students who want both the entry-level foundation and the higher-level educator focus of the Diploma. Students complete the Certificate III component first, then progress into the Diploma component. This pathway may suit students who want broader long-term options in early childhood education and care, including progression towards qualified educator, supervisory or leadership roles.

The course is delivered online and self-paced, with structured learning materials and support from experienced local trainers. Many students aim to complete within 12–18 months, depending on their prior experience, weekly study routine, workplace access, assessment progress, support needs and placement arrangements. [Read more about course duration]

As part of the program, students complete workplace experience in a registered early childhood service. ITAC also conducts a placement site visit for students, providing an additional layer of support and quality assurance during the practical component of the course.

Students develop broad job-ready skills, including:

supporting child development through play-based learning
supporting children’s health, safety, hygiene and wellbeing
creating inclusive and culturally safe learning environments
building positive relationships with children, families and colleagues
observing and documenting children’s learning and development
planning and evaluating curriculum using approved learning frameworks
supporting educator teams and contributing to professional practice
working within national regulations, service policies and quality standards

The Early Childhood Education and Care Combo reflects current early childhood practice, including the Early Years Learning Framework, and prepares students for broader opportunities in approved early childhood education and care services.

Qualification
CHC30125 Certificate III in Early Childhood Education and Care and
CHC50125 Diploma of Early Childhood Education and Care
Accreditation
Nationally recognised qualifications
Availability
Available in WA, VIC, NSW, QLD, SA and ACT
Duration
Many students complete within 12–18 months, depending on their experience, study routine, workplace role, support needs and placement arrangements. [Read more]
Enrolment
Flexible 12-month enrolment period to support self-paced study, workplace evidence collection and common life interruptions.
Content
Broad early childhood education and care skills, including child development, play-based learning, health and safety, inclusion, relationships with families, observation and documentation, curriculum planning, educational leadership, compliance, quality practice and team support
Placement
Workplace requirements are completed in a registered early childhood service, including Certificate III and Diploma workplace evidence, with placement support, trainer guidance and required workplace assessment. [Read more]
Study Mode
Online Mode: enrol anytime, with flexible self-paced study. [Read more]
Recognition of
Prior Learning
Available for highly experienced learners. [Read more]
Support
Experienced trainers, regular check-ins, weekly live webinars, assessment support, placement guidance, site visits and tutorials in selected areas. [Read more]
Module-Based Learning
Related course content is organised into work-like study modules, so students can work through connected topics and avoid unnecessary repetition. [Read more]
Fees & Payment
$4,800. Interest-free payment plans available. Eligible students may be able to access Centrelink student payments. Includes a 7-day obligation-free evaluation period and required course materials. [See Fees tab]

How long will the course take?

Course durations are estimates, not fixed completion times. ITAC courses are self-paced and flexible, so completion time can vary considerably depending on each student’s background, weekly study routine, confidence, support needs, placement or workplace access, and personal circumstances.

Students may complete closer to the shorter end of the timeframe where they have:

relevant industry or related-role experience
substantial experience with children through parenting, volunteering or community involvement
transferable workplace skills, such as communication, teamwork, WHS, following policies and procedures, documentation and time management
prior study experience, such as completing another certificate, diploma or degree

For students who are newer to study, the sector, workplace documentation, online learning or professional English, the longer end of the timeframe may be more realistic. Some students may require an extension beyond the standard enrolment period.

Sarah – about 12 months

Sarah is 35 and has three children aged 4, 7 and 12. She has about six years of relevant work experience, including two years as a teacher aide and experience in family day care. She has completed several certificates in the past including a Diploma of Community Services and partial completion of an early childhood degree. This background gives her a strong foundation in child development, daily routines, communication, supervision, WHS awareness, documentation, teamwork and following workplace policies and procedures.

Sarah completes the Certificate III component first, then progresses into the Diploma component. Because she is already employed in an early childhood service, she can complete Diploma-level workplace evidence through her regular role. For Sarah, completing in about 12 months is realistic if she is dedicated and consistent with her studies.

Mia – about 18 months

Mia is 23 and has worked in retail and hospitality since leaving school. She has some experience caring for younger siblings, but limited experience in formal early childhood services. Mia holds a Certificate IV in Hospitality and a Certificate IV in Business. She is confident with customer service, teamwork, punctuality and following workplace procedures, but needs more time to build confidence with babies, toddlers, care routines, observations, curriculum planning and Diploma-level assessment tasks.

Mia completes the Certificate III component first, then moves into the Diploma component at a steadier pace. For Mia, completing in about 18 months may be more realistic.

Amina – longer than 18 months

Amina is 31 and has experience caring for children in family and community settings. She is capable and motivated, but needs more time with professional English, written assessments, service policies, planning tasks and early childhood documentation. She may understand the practical work but need longer to read policies, complete written responses and prepare workplace evidence. Amina has completed an engineering degree in her home country and is very confident caring for children with substantial informal experience.

Amina may need an extension beyond the standard enrolment period due to challenges with her English language skills which slows down her progress.

The Early Childhood Education and Care Combo combines the CHC30125 Certificate III in Early Childhood Education and Care and the CHC50125 Diploma of Early Childhood Education and Care into one enrolment pathway.

Students complete the Certificate III component first, then progress into the Diploma component. Each qualification has its own requirements, assessments and workplace evidence. The Combo does not remove the need to complete either qualification.

The benefit of the Combo is that both qualifications are packaged into one planned study pathway with the same provider, the same support model, familiar trainers, a consistent assessment structure and a smoother transition between courses. This can reduce administrative repetition and make the overall study process easier to manage.

Yes. Students who successfully complete all course requirements receive both nationally recognised qualifications:

CHC30125 Certificate III in Early Childhood Education and Care
CHC50125 Diploma of Early Childhood Education and Care

The Certificate III component must be completed first because entry into the Diploma requires completion of an approved Certificate III in Early Childhood Education and Care.

Yes. The Early Childhood Combo is suitable for people seeking early childhood education and care roles in approved services.

Job titles vary by employer and state. Common roles may include early childhood educator, childcare educator, assistant educator, Diploma-qualified educator, room leader, lead educator, educational leader, responsible person and other senior early childhood roles.

The Combo gives students one planned pathway from entry-level educator skills through to more advanced Diploma-level practice.

Students still complete the Certificate III component and the Diploma component, including the required learning, assessment, workplace evidence and placement requirements for both qualifications. The advantage is that the pathway is organised as one continuous program rather than two disconnected enrolments.

This means students benefit from one provider managing the full pathway, a familiar online learning system, a consistent assessment style, continuity with trainers and support staff, clearer planning from Certificate III into Diploma, less administrative repetition between courses and a more straightforward study sequence.

The Combo may also be better value than enrolling in the two qualifications separately.

Many students complete the Early Childhood Combo within 12–18 months, depending on their experience, study routine, workplace role, support needs and placement arrangements.

Experienced adult learners may progress more efficiently where they already have relevant life, work, parenting, childcare, volunteering or prior study experience. Students who are newer to study, early childhood workplaces, Diploma-level expectations or professional documentation may take closer to 18 months, or longer where needed.

Some students aim to complete within 12 months. This is most realistic for students who study consistently, complete assessments steadily, organise workplace access early and already have relevant early childhood experience.

The course is self-paced and includes a flexible enrolment period. Extensions are available for a published monthly fee.

Completion in a specified time frame is not guaranteed.

Yes. The Early Childhood Combo includes workplace requirements across both qualifications in a registered early childhood education and care service.

Students complete the Certificate III workplace component first, then complete the Diploma workplace component after progressing into the Diploma stage. The Diploma component requires regular access to a suitable early childhood service and is typically completed when students are employed in the sector.

During workplace learning, students apply their skills in real early childhood settings. This may include supporting care routines, working with babies, toddlers and preschool-aged children, observing children’s development, contributing to play-based learning, planning curriculum, supporting quality practice and working under the direction of experienced early childhood professionals.

An ITAC trainer and assessor visits each student during placement to provide guidance, advice and support, and to collect evidence of the student’s practical skills and workplace competency.

Students must gain experience with babies, toddlers and preschool-aged children. This includes access to babies under 12 months, toddlers aged 13–23 months and children aged 2–6 years.

This ensures students gain practical experience across the early childhood age range and can meet the workplace requirements of both qualifications. Students must complete these requirements in a suitable registered early childhood service.

ITAC provides placement support and can assist students to secure a suitable early childhood service placement for the Certificate III component.

For the Diploma component, students are expected to have regular access to a suitable early childhood service and are typically already employed in the sector. This is important because Diploma-level assessment requires ongoing access to workplace routines, documentation, planning, programming, quality practices and educator team interactions.

Students who are not currently working in early childhood education and care should contact ITAC before enrolling to discuss whether the Combo is suitable for their circumstances.

Students usually begin the Certificate III workplace component after completing the main Certificate III theory components. This helps ensure they are prepared for workplace practice and can complete workplace tasks without unnecessary delays.

The Diploma component is completed after the Certificate III component. Diploma-level workplace evidence is completed later in the course, usually through the student’s existing early childhood workplace, once they have developed the required foundation skills and are ready to complete higher-level planning, documentation, compliance and leadership-related tasks.

Your trainer will guide you based on your course progress, readiness, workplace role, service suitability and any placement requirements that apply in your state or territory.

No. The HLTAID012 Provide First Aid in an education and care setting unit is required for the qualification, but it is not delivered by ITAC and is not included in the course fee.

Students must complete HLTAID012 with a suitable external training provider and submit their Statement of Attainment to ITAC for credit transfer.

Students receive support from experienced trainers, weekly live webinars, phone and email support, placement guidance, assessment support and access to ITAC’s online learning materials.

Students may also access targeted support programs where suitable, including EnablePath, Dandjoo Support, YouthWay, Academic Engagement Program, JobAssist and other student support services. These programs support students with different learning needs, cultural support needs, youth transition needs, career goals and personal circumstances.

No. The Early Childhood Combo does not use formal exams or academic essays.

Assessment is practical and workplace-focused. Tasks may include short answer questions, projects, curriculum planning tasks, developing resources, short video presentations, workplace documentation, portfolio evidence, supervisor feedback and trainer observation during placement.

Yes. The course is designed for adult learners who may be balancing study with work, parenting, volunteering or other responsibilities.

Study is self-paced, so students can progress more quickly during quieter periods and slow down when life is busy. The key requirement is that all assessment and placement requirements must be completed to the required standard within the enrolment period.

Graduates may apply for roles such as early childhood educator, childcare educator, assistant educator, Diploma-qualified educator, room leader, lead educator, educational leader, responsible person, assistant director and similar roles in approved early childhood education and care services.

Employment requirements vary between states, territories, service types and individual employers. If in doubt or unsure of employment requirements, please contact local employers or the relevant regulator for advice prior to enrolling.

Both qualifications in the Early Childhood Combo are nationally recognised.

This means the qualifications are recognised across Australia, although employment requirements, service requirements and regulatory expectations may vary between states, territories and employers.

The Certificate III is suitable for students who are new to early childhood education and care or who want an entry-level childcare qualification.

The Diploma may suit students who already hold the required Certificate III and want to develop more advanced skills for room leadership, programming, supervision or higher-responsibility roles.

The Early Childhood Combo may suit students who want one planned pathway from entry-level early childhood practice through to Diploma-level skills and broader long-term options.

ITAC uses an integrated course structure because real early childhood work does not happen one unit at a time. Educators use communication, safety, supervision, care routines, inclusion, documentation, child development, curriculum planning and family communication skills together throughout the day.

The integrated structure groups related skills and knowledge into practical learning modules. This reduces unnecessary repetition while still requiring students to complete all required training, assessment, placement and workplace evidence for both qualifications.

ITAC has supported tens of thousands of students across Australia and designs courses for adult learners who need structure, flexibility and practical support.

Students choose ITAC because the Combo includes two nationally recognised qualifications, provides a planned pathway from Certificate III to Diploma, is delivered online with structured support, includes practical workplace requirements and site visits, and is supported by experienced trainers and student support services.

Units of Competency for the Early Childhood Qualifications

CHCECE030	Support inclusion and diversity
CHCECE031	Support children’s health, safety and wellbeing
CHCECE032	Nurture babies and toddlers
CHCECE033	Develop positive and respectful relationships with children
CHCECE034	Use an approved learning framework to guide practice
CHCECE035	Support the holistic learning and development of children
CHCECE036	Provide experiences to support children’s play and learning
CHCECE037	Support children to connect with the natural environment
CHCECE038	Observe children to inform practice
CHCECE054	Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures
CHCECE055	Meet legal and ethical obligations in children’s education and care
CHCECE056	Work effectively in children’s education and care
CHCPRT001	Identify and respond to children and young people at risk
HLTAID012	Provide First Aid in an education and care setting *
HLTWHS001	Participate in workplace health and safety
CHCDIV001	Work with diverse people
CHCPRP003	Reflect on and improve own professional practice

* This unit is completed externally at the student's own cost.

This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.

This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.

This unit applies to educators who support children’s learning and development according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to support and encourage children’s connection with the natural environment.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to identify and meet legal and ethical obligations. This includes the ability to recognise potential and actual examples of non-compliance with regulatory requirements and contribute to the continuous improvement of practice.

This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.

This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

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.

This unit describes the skills and knowledge required to provide a first aid response to infants and children in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

This unit applies to a range of workers within an education and care setting who are required to respond to a first aid emergency, including asthma and anaphylactic emergencies. This includes early childhood workers and educators who work with school age children in outside school hours care and vacation programs.

This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

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.

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

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.

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

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.

BSBTWK502	Manage team effectiveness
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 interactions and behaviour in 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
CHCPRP003	Reflect on and improve own professional practice
CHCECE037	Support children to connect with the natural environment
CHCECE057	Use collaborative practices to uphold child protection principles
CHCINM002	Meet community information needs

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.

This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to develop guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to gather and analyse information about children’s learning to inform practice.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility.

This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.

This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.