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UPGRADE RPL ASSESSMENT PATHWAY CHC30121 Certificate III in Early Childhood Education and Care - (for existing workers)

Certificate III Upgrade RPL Assessment Pathway

Recognition of Prior Learning (RPL) is a process for assessing an individual’s skills, knowledge and experience gained through formal and informal learning. Knowledge and skills can be gained at any stage of life through related or unrelated work experience or other activities such as volunteering.

RPL involves the assessment of evidence to determine an individual’s proficiency against the training package requirements for any identified unit/s of competence.

The RPL process is designed to give flexibility to Assessors and Candidates in matters such as timing, number of unit/s of competency assessed, and the type and volume of evidence collected. Where competence is unable to be granted through the assessment of evidence submitted under RPL, the Assessor can direct the candidate to complete all or part of the assessment tasks for that unit/s of competence.

It should be noted that while some evidence may be easily collected, certain aspects, particularly knowledge components can be difficult to demonstrate through samples of work-based evidence. Discussing viable evidence with your Assessor prior to attempting RPL may help determine the likelihood of success prior to submission.

It is important to be aware that:

Full or part recognition may be applied to any unit within the relevant training package based on the evidence provided by the candidate.
Where provided evidence is deemed valid, sufficient, authentic, and current, (i.e. Satisfactory) in meeting the requirement of the identified unit of competence, the RPL assessment process is complete, and the candidate is not required to undertake any further learning or assessment for this unit.
Where provided evidence cannot be authenticated, or is not deemed valid, current, or sufficient, (i.e. Not Satisfactory or Incomplete) the candidate may be required to collect and add additional evidence to the submission or complete selected assessment tasks (i.e. unit assessment in full or gap tasks).

Step 1 – Request for RPL and the application form

To apply for the Certificate III Upgrade RPL Assessment Pathway candidates must complete and submit the Certificate III Upgrade RPL Assessment Pathway Application form.

This includes providing details of work history, accredited and non-accredited professional development, and an overview of their skills and knowledge.

The candidate is also required to provide a completed Professional Referee statement verifying the candidates’ skills and knowledge. AIECS will provide you with the statement.

Step 2 – Initial application assessment (Stage 1 assessment)

Following the initial assessment, an Assessor will provide feedback to the candidate on the application and direct next steps. This includes identifying likely units for RPL and providing any advice on additional required documents to commence gathering evidence.

An Assessor will organise dates and times with a Candidate for assessment competency conversations (via TEAMS).

Step 3 – Competency Conversation with an AIECS Assessor

An Assessor will conduct several assessment competency conversations to confirm the candidates’ skills and knowledge. The number of assessment interviews will vary between candidates based on evidence documentation and the date of Certificate III qualification.

This is an opportunity for candidates to share their experiences and knowledge with an Assessor through work related conversation.

Our preferred approach to the assessment competency conversations is via TEAMS.

If TEAMS is unavailable, candidates can discuss with their Assessor an approach to their assessment competency conversation that is suitable. We are very flexible and will work with candidates to ensure that your assessment competency conversations is a positive experience.

The Assessor will finalise the Competency Conversation assessment.

Step 4 - Next steps

Where students are assessed as ‘Not Satisfactory’ the Assessor will provide the candidate with feedback and guidance regarding what needs to be completed.

Candidates have the right to appeal an unfavourable decision or finding during RPL assessment. All appeals must be made in writing and must be lodged within 28 days of the decision.

If you are interested in the Certificate III Upgrade RPL Assessment Pathway program please contact AIECS administration for an enrolment pack including an:

Information and Instructions Guide
RPL Assessment Application Form
RPL Professional Referee Statement
Student Enrolment Form

CHC30121 Certificate III in Early Childhood Education and Care
Qualification Description

This qualification reflects the role of workers in a range of early childhood settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children’s wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously.

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.

Entry Requirements

Completion of Year 10 with sound English
Currently employed in a licence and regulated Early Childhood Education and Care service.
You must be currently working as an early childhood educator.

Further Studies

On successful completion of this Qualification students may progress in to the CHC50121 Diploma of Early Childhood Education and Care.

Units of competency

Compulsory

HLTWHS001 Participate in workplace health and safety

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.

CHCPRT001 Identify and respond to children and young people at risk

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.

CHCECE055 Meet legal and ethical obligations in children's education and care

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.

CHCECE056 Work effectively in children's education and care

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.

CHCECE034 Use an approved learning framework to guide practice

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

CHCECE031 Supprt children's health, safety and wellbeing

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.

CHCECE032 Nurture babies and toddlers

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.

CHCECE033 Develop positive and respectful relationships with children

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.

CHCECE035 Support inclusion and diversity

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.

CHCECE036 Provide experiences to support children's play and learning

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

CHCECE037 Support children to connect with the natural environment

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

CHCECE038 Observe children to inform practice

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.

CHCECE030 Support inclusion and diversity

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.

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples culture

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.

HLTAID012 Provide first aid in an education and care setting
PLEASE NOTE: Where applicable we only offer Credit Transfer for this unit. We do not offer RPL Assessment

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

Elective

CHCPRP003 Reflect on and improve own professional practice

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

BSBSTR401 Promote innovation in team environments

This unit describes the skills and knowledge required to identify and implement ways of promoting innovation within team environments in the workplace.