Informed Choices - Early Childhood and School Based Education

Observational skills – this includes the ability to: 

• notice changes in children's behaviour
• identify safety hazards, risks and unsafe behaviours and responses
• observe and understand non-verbal cues (e.g. facial expressions, body language)
• identify signs of verbal distress and/or aggression

 Communication skills – this includes the ability to: 

• communicate effectively with a range of people (e.g., families and co-workers)
• use appropriate language and respect when working with people from different cultures
• listen attentively to what is being said
• read and understand written information
• understand and follow written and verbal instructions
• understand and respond to verbal and non-verbal communication
• write coherent communication appropriate to the situation
• use technology to communicate (e.g., computer/iPad for reports, emails, documents)
• communicate and work with other people as a team

Technical and/or Motor skills – this includes the ability to: 

• deal with the physical demands of manual tasks (e.g., bending, squatting, kneeling, crouching, repetitive movements, carrying, reaching)
• be on your feet for extended periods of time, both walking and standing
• grasp, push, turn and manipulate objects
• use equipment and other technology (e.g., computers/iPads, Projectors, Comm boxes, assemble play and art equipment)
• have sufficient vision to perform the required range of skills safely
• hear and differentiate sounds that may alert you to a problem (e.g., alarms, calls from distressed children)
• deal with body fluids (e.g., urine, faeces, blood)

Cognitive/intellectual skills – this includes the ability to:

• gather, understand and organise information
• use own judgment / basic problem-solving skills (e.g., to respond to immediate safety risks)
• recall and communicate information
• understand other people’s perspectives/opinions and respect their choices
• understand and use maths effectively (e.g., measurements, basic calculations, 24-hour clock)
• maintain a sufficient level of concentration to complete an activity/task
• be attentive in interaction with others (e.g., to identify risks, to identify changes)
• perform tasks in a safe manner and within reasonable timeframes

Behavioural and social skills – this includes the ability to: 

• demonstrate tolerance, patience and willingness to work with people from different backgrounds and cultures
• demonstrate professional behaviour
• control your emotions and reactions, and withhold personal opinions
• tolerate close proximity with individuals
• interact with all genders
• respect personal and professional boundaries – including use of social media
• adapt to change
• take responsibility for own actions
• maintain confidentiality
• comply with legal requirements of industry (e.g., criminal history check)

The language, literacy & numeracy requirements are core skills for all job roles at all levels. The Australian Core Skills Framework (ACSF) indicates that the five core skill areas are reading, writing, numeracy, oral communication and learning which we apply in our personal and community; workplace and employment; and education and training. 

Some of the core language, literacy and numeracy (LLN) skills for entry into this industry are:

Learning

• legal and ethical guidelines of work
• understand human needs
• individual differences
• service standards
• safety policies and procedures

Reading 

• reading and understanding client service plans
• procedures and work instructions
• industry-specific terminology and symbols
• workplace safety signs

Writing 

• completing forms and documents
• work health and safety reports
• taking messages

Oral Communication 

• active listening skills
• communicating with clients and their family
• communicating with clients who have impaired communication
• effective questioning
• phone skills
• providing information to team members

Numeracy 

• measure fluids
• read weights and measurements
• interpret and document
• calculate time frames
• assist with curriculum

Problem-Solving 

• identify and respond to children's needs daily

Technology

• use software to update work notes

Below are some of the important individual personal skills students need to demonstrate during training and are highly valued by the industry. Below are examples of the skills you need to demonstrate:

Communication

• develop and maintain relationships, trust and confidence
• communicate with a range of people from different backgrounds

Teamwork

• work with other people for a common outcome
• respect for other people and their role within the work team
• accept direction and feedback

Problem-solving

• identify potential problems and respond appropriately
• ask questions and seek clarification when necessary

Initiative and enterprise 

• motivation and interest
• the ability to seek assistance when necessary
• foresight / the ability to see what needs to be done

Planning and organising

• appropriate time management skills
• prioritise, plan and organise your own workload

Self-management

• seek feedback and reflect on your own performance
• accept responsibility for their own actions

Learning

• ability to identify own strengths and weaknesses and seek assistance where necessary
• ability and motivation to build on past knowledge and experience
• ability to take on new information and tasks

Technology

• ability to learn and adapt to new technology
• ability to access information and use digital media for study and work

This course includes a mandatory work placement involving direct support to vulnerable people (e.g. in aged care, disability services, or education settings). Students must be able to demonstrate essential skills independently, such as following instructions, making decisions under pressure, and ensuring the safety of others. These are inherent requirements for this course and cannot be modified. External support during placement is generally not permitted, and some adjustments may not be possible due to workplace and industry standards.

You are required to complete a  vocational placement (work placement) for the following qualifications: 

• CHC30121 Certificate III in Early Childhood Education and Care - minimum of 160 hours vocational placement
• CHC50121 Diploma of Early Childhood Education and Care - minimum of 360 hours vocational placement
• CHC30221 Certificate III in School-Based Education Support -minimum of 100 hours vocational placement
• CHC40221 Certificate IV in School-Based Education Support -minimum of 100 hours vocational placement 

Placement Support Considerations

Please note that the supports outlined in this plan apply to the campus-based components of the course. Work placements occur in professional settings, and not all classroom-based adjustments are appropriate or feasible. 

Any reasonable adjustment for placement must be appropriate for the industry sector, acceptable to the host organisation, and align with the inherent requirements of the course. Students are strongly encouraged to engage in early discussions with their lecturers about what types of reasonable adjustments may be appropriate in their particular work setting, as certain accommodations may not be possible depending on the nature of the placement and the professional standards of the industry.

All students must understand their workplace health and safety obligations and safety requirements under the following:

• WA Occupational Safety & Health Act 1984 which imposes obligations on people at workplaces to ensure workplace health and safety
• Occupational Safety & Health Regulations 1996 (WA) which describes what must be done to prevent or control certain hazards that cause injury, illness or death
• Codes of Practice, which are designed to give practical advice about ways to manage exposure to risks common to the industry

All students must be able to participate in Risk Assessments, Incident Reports and Hazard Identification.

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