This qualification reflects the role of individuals who apply knowledge, practical skills and experience in leadership and management across a range of enterprise and industry contexts.

Individuals at this level display initiative and judgement in planning, organising, implementing, and monitoring their own workload and the workload of others. They use communication skills to support individuals and teams to meet organisational or enterprise requirements.

They may plan, design, apply and evaluate solutions to unpredictable problems, and identify, analyse, and synthesise information from a variety of sources.

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

Course Overview

Twelve (12) units including six (6) core units and six (6) elective units are required for the award of the BSB50420 Diploma of Leadership and Management. 

The 12 units that must be completed include:

•	6 core units

•	6 elective units of which:

o	4 elective units must be selected from the elective units listed at the link below

o	for the remaining 2 elective units:

up to 2 units may be selected from the elective units listed at the link below

if not listed, up to 2 units may be selected from a Certificate IV or above, from this or any other currently endorsed Training Package qualification or accredited course.

Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.

The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/BSB50420 

Requirements

To be successful in Brooklyn College, international Students are mandatory to effectuate the following requirements:

1.	Academic Requirements
2.	English requirements
3.	GS  Requirements


### Academic Requirements
•	Students must be at least 18 years old 

•	Students must have completed year 12 or equivalent
### English Requirements
•	Have an IELTS* score of 6.0 with no individual band scoring lowering than 5.5 (test results must be no more than 2 years old).

•	English language competence can also be demonstrated through documented evidence of any of the following:

o	Educated for 5 years in an English-speaking country

o	Successful completion of LLN Test
 
### GS Requirements
The genuine student  requirement (GS) is an integrity measure to ensure that the Student visa Programme is used as intended and not used by international students as a way of maintaining de facto permanent residency in Australia. The GS requirement applies to all student visa applicants.

In order to be granted a student visa, applicants must satisfy the Australian Government Department of Home Affairs (DHA) that they have a genuine intention to stay in Australia temporarily, for the purpose of study.

In assessing the GS requirements, DHA will consider the requirements set out in Ministerial Direction 106. This requires DHA to be satisfied that the student visa applicant genuinely intends to stay in Australia temporarily having regard to:

The applicant’s circumstances in their home country

The applicant’s potential circumstances in Australia

Previous study in Australia 

The value of the course to the applicant’s future

The applicant’s immigration history

If the applicant is a minor – the intention of a parent, legal guardian or spouse of the applicant

Any other relevant matters
for more information, please visit this link: https://immi.homeaffairs.gov.au/Visa-subsite/files/direction-no-106.pdf



Entry Requirements

Target groups for the BSB50420 Diploma of Leadership and Management are international students who are:

•	seeking to pursue or further a career in leadership and management

•	seeking to enter a new industry sector

•	seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:

Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.

Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.

Students are expected to typically fall into the age range of 18 – 35 as people still establishing or changing careers.

Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.

It is noted that although we are required to offer RPL as per the Standards for RTOs 2015, it would not be expected that international students would pursue this pathway due to lack of relevant workplace experience and existing skills and knowledge.

Learner characteristics and target group

This program is delivered in the classroom and self-study.

Delivery Mode

Level 6, 245 Castlereagh St, Sydney, NSW, 2000

Delivery Site

The qualification is delivered over 52 weeks comprising of:  
●	40 weeks   - Classroom sessions and training support 20 hours a week.  
●	12 weeks    - Holiday breaks are 12 weeks.   
       o	40 weeks X 20 hours– Classroom training sessions (Face to Face learning) and supervised structured training support  = 800 hours  
●	Additional hour’s contribution to studies is 400 hours  
        o	200 hours – Individual Learning & Reflection / Self-paced (MOODLE)  
        o	200 hours – Assessments/Homework - activity to complete by students  

Total delivery and assessment hours therefore amount to 800 hours and the volume of learning (i.e. including unsupervised learning of homework) is 1,200 hours. A detailed breakdown of hours is provided in the Training and Assessment Schedule.  

Brooklyn International College operates a system of rolling enrolments meaning that students may commence at the beginning of any unit. Students may enter the qualification after any unit, as there are no pre-requisites for any units. The Training and Assessment Schedule is shown in terms and this represents the scheduling of units on commencement. However, depending on when a student joins the course, the term number will vary.  

Brooklyn International College has decided on the course duration and amount of training taking into account the AQF Volume of Learning, which is typically 1 – 2 years and 1200 – 2400 hours. It is considered that the duration and amount of training provided will allow international students the opportunity to fully absorb the required knowledge, as well as develop skills over time. This amount is not reduced to account for existing competencies, as most learners will not have any prior relevant experience. However, where learners have prior skills and knowledge they may apply for RPL or credit transfer, which will reduce the course duration if granted.


Delivery and Assessment Overview

This qualification will be delivered over 52 weeks, including 40 weeks of training and assessment spread over 4 terms of 10 weeks each and 12 weeks of holidays.

Course Duration

Brooklyn International College has the following entry requirements:
International students must:
•	Be at least 18 years of age and have completed Year 12 or equivalent

•	Participate in a course entry interview to determine suitability for the course and student needs

•	Have an IELTS* score of 6.0 (test results must be no more than 2 years old). English language competence can also be demonstrated through documented evidence of any of the following:

o	Educated for 5 years in an English-speaking country; or

o	Successful completion of an English Placement Test.

*Note that other English language tests such as PTE and TOEFL can be accepted. Students are required to provide their results so that it can be confirmed they are equivalent to IELTS 6.0.

Potential employment options are leadership and management roles in a range of industry areas.

Students who complete this course may wish to continue their education into the BSB60420 Advanced Diploma of Leadership and Management, a range of other Advanced Diplomas or higher education qualifications in leadership and management.

Pathways

Students may apply for recognition of existing qualifications or skills, knowledge, and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course.

This process is outlined in Brooklyn International College’s Student Enrolment and Completion Policy and Associated Procedures and Training and Assessment Policy & Associated Procedures.

Course Credit

![units 2.jpg](https://res.cloudinary.com/reefassets/image/upload/v1708355356/units_2_147cb309fe.jpg)

Units of Competency

#### DELIVERY AND ASSESSMENT SUMMARY
The qualification is delivered over 52 weeks comprising of:

•	Four (4) terms of 10 weeks each (40 weeks total)

•	Holiday breaks amounting to 12 weeks (as specified in the timetable).

#### DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week. 
Additional, unsupervised study is expected to be approximately 10 hours a week.
The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit.

#### AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 524 hours.

Time scheduled for assessment in class is 276 hours.

Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 10 hours a week.

Total delivery and assessment hours therefore amount to 800 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,200 hours.

A detailed breakdown is shown in the training and assessment schedule.
Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 1- 2 years and 1200

– 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time.

Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.

#### DELIVERY ARRANGEMENTS
A face-to-face training and assessment mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities.

Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency.

Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.

Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.

Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.

#### SIMULATED TRAINING ENVIRONMENT
The simulated training environment is created as described below.
In the classroom, this is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry.

Students understanding of the workplace and its requirements will be developed throughout the course.

The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and using learning materials. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment.

Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency.

During all sessions, sufficient time is allocated for students to perform the required tasks, practice their skills, and reinforce their knowledge.

#### FACILITIES, EQUIPMENT AND RESOURCES
The following facilities, equipment and resources will be used to deliver and assess this qualification:

•	Training rooms, including desks, chairs, whiteboard, and overhead projector.

•	Computers with Microsoft Office and access to the Internet.

•	Learning and assessment materials as outlined in this TAS.

In addition, all students who are undertaking this qualification must have the following resources while in class.

•	A laptop or computer that is installed with Microsoft Office or similar.
 
#### TRAINING
##### TRAINING MATERIALS

Brooklyn International College uses training and assessment resources from RTO Works, specifically their Business Works range, and has a complete set of training materials which includes the following:

•	User Guide: This provides important information relating to the delivery of quality training and assessment.

•	Trainer Guide: The Trainer Guide provides the trainer with training content, activities, delivery resources, and links to videos, further reading and additional material to help guide delivery. The Trainer Guide is in the ‘Training’ folder for each unit.

•	Student Guide: The Student Guide provides students with learning content, activities and links to videos, further reading and additional material to help develop knowledge and skills.

•	PowerPoint presentation: Each Trainer and Student Guide are supported by a PowerPoint presentation. The slides highlight key learning points.

•	Trainer Guide Mapping: A Trainer Guide Mapping is included with each unit of competency. It shows how the content of each Guide aligns to the unit of competency.

A Trainer Guide Mapping is found in the ‘Training’ folder for each unit. 

BSB50420 - Diploma of Leadership and Management

This qualification reflects the role of individuals who apply specialised knowledge and skills, together with experience in leadership and management, across a range of enterprise and industry contexts.

Individuals at this level use initiative and judgement to plan and implement a range of leadership and management functions, with accountability for personal and team outcomes within broad parameters.

They use cognitive and communication skills to identify, analyse and synthesise information from a variety of sources and transfer their knowledge to others, and creative or conceptual skills to express ideas and perspectives or respond to complex problems.

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


Ten (10) units including five (5) core units and five (5) elective units are required for the award of the BSB60420 Advanced Diploma of Leadership and Management. 
The 10 units that must be completed include:

•	5 core units

•	5 elective units of which:

o	3 elective units must be selected from the elective units listed at the link below

o	for the remaining 2 elective units:

-	up to 2 units may be selected from the elective units listed at the link below

-	if not listed, up to 2 units may be selected from an Advanced Diploma or above, from this or any other currently endorsed Training Package qualification or accredited course.

Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.

The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/BSB60420 

Target groups for the BSB60420 Advanced Diploma of Leadership and Management are international students who are:

•	Seeking to pursue or further a career in leadership and management
•	Seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:
Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.

Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.

Students are expected to typically fall into the age range of 20 – 35.
Students will have study or work experience due to the entry requirements.

Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.

It is noted that although we are required to offer RPL as per the Standards for RTOs 2015, it would not be expected that international students would pursue this pathway due to lack of relevant workplace experience and existing skills and knowledge.

Learner Characteristics and Target Group

Delivery mode

This qualification will be delivered over 78 weeks, including 60 weeks of training and assessment spread over 6 terms of 10 weeks each and 18 weeks of holidays.

To be successful in Brooklyn College, international Students are mandatory to effectuate the following requirements:

1.	Academic Requirements
2.	English requirements
3.	GS  Requirements


### Academic Requirements
•	Students must be at least 18 years old 

•	Students must have completed year 12 or equivalent
### English Requirements
•	Have an IELTS* score of 6.0 with no individual band scoring lowering than 5.5 (test results must be no more than 2 years old).

•	English language competence can also be demonstrated through documented evidence of any of the following:

o	Educated for 5 years in an English-speaking country

o	Successful completion of LLN Test
 
### GS Requirements
The genuine student  requirement (GS) is an integrity measure to ensure that the Student visa Programme is used as intended and not used by international students as a way of maintaining de facto permanent residency in Australia. The GS requirement applies to all student visa applicants.

In order to be granted a student visa, applicants must satisfy the Australian Government Department of Home Affairs (DHA) that they have a genuine intention to stay in Australia temporarily, for the purpose of study.

In assessing the GS requirements, DHA will consider the requirements set out in Ministerial Direction 106. This requires DHA to be satisfied that the student visa applicant genuinely intends to stay in Australia temporarily having regard to:

The applicant’s circumstances in their home country

The applicant’s potential circumstances in Australia

Previous study in Australia 

The value of the course to the applicant’s future

The applicant’s immigration history

If the applicant is a minor – the intention of a parent, legal guardian or spouse of the applicant

Any other relevant matters
for more information, please visit this link: https://immi.homeaffairs.gov.au/Visa-subsite/files/direction-no-106.pdf

Potential employment options are leadership and management roles in a range of industry areas.

Students who complete this course may wish to continue their education into higher education qualifications in business or management.

![units.jpg](https://res.cloudinary.com/reefassets/image/upload/v1708350637/units_05b1e6ef11.jpg)

#### DELIVERY AND ASSESSMENT SUMMARY
The qualification is delivered over 78 weeks comprising of:
•	six (6) terms of 10 weeks each (60 weeks total)
•	holiday breaks amounting to 18 weeks (as specified in the timetable).

#### DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week. 
Additional, unsupervised study is expected to be approximately 10 hours a week.
The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit. 

#### AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 824 hours.

Time scheduled for assessment in class is 376 hours.

Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 10 hours a week.

Total delivery and assessment hours therefore amount to 1,200 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,800 hours.

A detailed breakdown is shown in the training and assessment schedule.

Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 18 months – 2 years and 1800 – 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time. This is particularly the case due to the entry requirements.

Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.

#### DELIVERY ARRANGEMENTS
A face-to-face training and assessment and distance mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities.

Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency. 
Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.

Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.
Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.

#### SIMULATED TRAINING ENVIRONMENT 
The simulated training environment is created as described below.
In the classroom, this is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry.

Students understanding of the workplace and its requirements will be developed throughout the course.

The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and using learning materials. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment.

Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency.

During all sessions, sufficient time is allocated for students to perform the required tasks, practice their skills, and reinforce their knowledge.
FACILITIES, EQUIPMENT AND RESOURCES

The following facilities, equipment and resources will be used to deliver and assess this qualification: 
•	Training rooms, including desks, chairs, whiteboard, and overhead projector.
•	Computers with Microsoft Office and access to the Internet.
•	Learning and assessment materials as outlined in this TAS.

In addition, all students who are undertaking this qualification must have the following resources while in class. 
•	A laptop or computer that is installed with Microsoft Office or similar.

Delivery and assessment overview

BSB60420-Advanced Diploma of Leadership and Management

This qualification reflects the role of educators in early childhood education and care who work in regulated children’s education and care services in Australia. They support children’s wellbeing, and development in the context of an approved learning framework. Educators use a range of well-developed skills and knowledge using discretion and judgment when carrying out their work in the context of established policies and procedures. They may work independently or under the guidance of others, though in some contexts that guidance may not be on-site.

Early childhood educators work in long day care centres, family day care, pre-schools, or kindergartens.

To achieve this qualification, the individual must have completed a total of least 160 hours of work in a regulated children’s education and care service in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

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

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.

Course overview

Seventeen (17) units including fifteen (15) core units and two (2) elective units are required for the award of the CHC30121 Certificate III in Early Childhood Education and Care.

The 17 units that must be completed include:

•	15 core units

•	2 elective units consisting of:

o	1 unit from the electives listed at the link below

o	1 unit from the electives listed at the link below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.
Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.

The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/CHC30121

Target groups for the CHC30121 Certificate III in Early Childhood Education and Care are international students who are:

•	seeking to pursue or further a career as an educator

•	seeking to enter a new industry sector

•	seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:
Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.

Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.

Students are expected to typically fall into the age range of 20 – 35 as people still establishing or changing careers.

Students may have study or work experience if they have completed other community services qualifications. Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.

This program is delivered in the classroom, self-study and in the workplace. 

Classroom: Level 6, 245 Castlereagh St, Sydney, NSW, 2000

Potential employment options are as an educator in an early childhood education and care setting.

Students who complete this course may wish to continue their education into the CHC50121 Diploma of Early Childhood Education and Care.

Students may apply for recognition of existing qualifications or skills, knowledge, and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course. 

This process is outlined in Brooklyn International College’s Student Enrolment and Completion Policy and Associated Procedures and Training and Assessment Policy & Associated Procedures.

COURSE CREDIT

![Certificate III Early Childhood Education and Care.jpeg](https://res.cloudinary.com/reefassets/image/upload/v1707482237/Certificate_III_Early_Childhood_Education_and_Care_3bc2541db9.jpg)

Units Of Competency

#### Delivery and Assessment Overview
The qualification is delivered over 52 weeks comprising of:
- Four (4) terms of 10 weeks each (40 weeks total)
- Holiday breaks amounting to 12 weeks (as specified in the timetable).

#### DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20  hours of training and assessment per week 
Additional, unsupervised study is expected to be approximately 5 hours a week.
The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit. 

#### AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 430 hours. 
Time scheduled for assessment in class is 210 hours. 
Work placement hours are 160 hours. 
Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 5 hours a week. 
Total hours delivery and assessment hours therefore amount to 800 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,000 hours. 
A detailed breakdown is shown in the training and assessment schedule.
Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 12 months – 2 years and 1200 – 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time. 
Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.
 
#### DELIVERY ARRANGEMENTS
A face-to-face training and distance mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities. 
The structured self-study component of this course amounts to 6 hours a week except during work placement weeks. Students are provided with access to a Self-Study Guide for completion of a range of activities. The estimated time to complete activities is documented in the guide for each unit. This is a mandatory component of a student’s study and student’s attendance, and participation will be monitored.
Where ECE units are delivered over one week, students will complete their knowledge questions as part of their structured self-study time.  
Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency. 
Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.
Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.
Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.

#### SIMULATED TRAINING ENVIRONMENT
The simulated training environment is created as described below.
In the classroom, this is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry. 
Students understanding of the workplace and its requirements will be developed throughout the course. 
The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and using learning materials. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment. 
Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency. 
During all sessions, sufficient time is allocated for students to perform the required tasks, practice their skills, and reinforce their knowledge.

#### WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 160 hours within a workplace as detailed in the assessment requirements of the following units: 
- CHCECE031 - Support children's health, safety and wellbeing
- CHCECE032 - Nurture babies and toddlers 
- CHCECE033 - Develop positive and respectful relationships with children
- CHCECE035 - Support the holistic learning and development of children
- CHCECE036 - Provide experiences to support children's play and learning
These units commence in Term 1 so that the required workplace hours can be achieved. Each work placement block is for 40 hours, and students record their hours in their workplace hours log. 
Trainer/assessors visit students during each work placement block. The purpose of these visits will be to meet with students to discuss any issues concerning the placement or questions the student has, as well as to conduct observations for assessment purposes.
Students will complete their project portfolios for each of the units above in Week 10 of each term and after gaining practical experience and while the experiences are fresh in their minds. 
Brooklyn International College will assist all students to obtain work placements. However, students may also find their own work placement. Work placement agreements will be signed with participating organisations and a facilities and equipment check will take place prior to the agreement being signed. 
Workplace supervisors are required to endorse each student’s logbook to confirm they have completed the required service period hours. Workplace supervisors will be suitably qualified being qualified professionals in their role. 
Students must undergo suitable checks including working with children checks prior to placement which will be at the student’s own cost. Immunisations may also be required this will be advised by the student’s workplace. 

#### FACILITIES, EQUIPMENT AND RESOURCES
The following facilities, equipment and resources will be used to deliver and assess this qualification: 
- Training rooms, including desks, chairs, whiteboard, and overhead projector.
- Computers with Microsoft Office and access to the Internet.
- Learning and assessment materials as outlined in this TAS.
- Resources as indicated in the CHC30121 Workplace and Classroom Checklists.
In addition, all students who are undertaking this qualification must have the following resources while in class. 
A laptop or computer that is installed with Microsoft Office or similar.

CHC30121-Certificate III in Early Childhood Education and Care

This qualification reflects the role of educators in early childhood education and care who work in regulated children’s education and care services in Australia. Educators at this level are responsible for designing and implementing curriculum that meets the requirements of an approved learning framework and for maintaining compliance in other areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. They may have responsibility for supervision of volunteers or other educators.

Early childhood educators work in long day care centres, family day care, pre-schools, or kindergartens.

To achieve this qualification, the individual must have completed a total of least 280 hours of work in a regulated children’s education and care service in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

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

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 

Fifteen (15) units including twelve (12) core units and three (3) elective units are required for the award of the CHC50121 Diploma of Early Childhood Education and Care.

The 15 units that must be completed include:

•	12 core units

•	3 elective units consisting of:

o	2 units from the electives listed at the link below.

o	1 unit from the electives listed at the link below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.
Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.

The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/CHC50121

Target groups for the CHC50121 Diploma of Early Childhood Education and Care are international students who are:

•	seeking to pursue or further a career as an educator

•	seeking to enter a new industry sector

•	seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:
Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.

Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.

Students are expected to typically fall into the age range of 20 – 35 as people still establishing or changing careers.

Students may have study or work experience if they have completed other community services qualifications. Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.

Learner Characteristics And Target Group

Potential employment options are as an educator in an early childhood education and care setting.

Students who complete this course may wish to continue their education into higher education qualifications in early childhood education and care.

Students may apply for recognition of existing qualifications or skills, knowledge, and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course.

This process is outlined in Brooklyn International College’s Student Enrolment and Completion Policy and Associated Procedures and Training and Assessment Policy & Associated Procedures.

It is noted that if students have completed their CHC30121 qualification with Brooklyn International College that they will receive credit for the units CHCPRP003 and HLTWHS001. This means that they will be able to do their work placement block in weeks 42, 43 and 44 and will therefore finish their course at the end of week 44. Where students have completed their CHC30121 with another RTO and have credit transfer, specific arrangements will be made for that student depending on the unit they receive credit for. 

![Diploma of Early Childhood.jpeg](https://res.cloudinary.com/reefassets/image/upload/v1707723081/Diploma_of_Early_Childhood_4599ab064c.jpg)

Unit Of Competency

#### DELIVERY AND ASSESSMENT SUMMARY
The qualification is delivered over 52 weeks comprising of:

•	four (4) terms of 10 weeks each (40 weeks total)

•	holiday breaks amounting to 12 weeks (as specified in the timetable).

It is noted that the holiday breaks at the end of the course will provide the opportunity for any final re-assessment that is required.

#### DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week and complete structured self-study of 6 hours per week (except during the weeks where work placement is completed).

Additional, unsupervised study is expected to be approximately 5 hours a week.

The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit.

#### AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 232 hours and for structured self-study is 168 hours.

Time scheduled for assessment in class is 160 hours.

Work placement hours are 280 hours.

Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 5 hours a week.

Total hours delivery and assessment hours therefore amount to 805 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,005 hours.

A detailed breakdown is shown in the training and assessment schedule.

Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 12 months – 2 years and 1200 – 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time.

Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.
 
#### DELIVERY ARRANGEMENTS
A face-to-face training and distance mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities.

The structured self-study component of this course amounts to 5 hours a week except during work placement weeks. Students are provided with access to a Self-Study Guide for completion of a range of activities. The estimated time to complete activities is documented in the guide for each unit.

Where ECE units are delivered over one week, students will complete their knowledge questions as part of their structured self-study time.

Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency.

Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.

Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.

Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.

#### SIMULATED TRAINING ENVIRONMENT
Students will develop skills and knowledge during their work placement. However, a simulated training environment is also provided so that student can practice their skills in a structured setting and prior to their work placement.

The simulated training environment is created in several ways as follows:

•	Access to relevant resources and equipment 
Students will be able to access all the required resources and equipment, and which are listed in the CHC50121 Resources and Equipment Checklist.

•	Participation in simulated workplace activities
Further, during their training students will participate in simulated workplace activities that allow them to develop their skills and knowledge and as documented in each trainer/student guide.

•	Use of scenarios
Additionally, scenarios that are included in the training materials help students to develop their skills and knowledge. Scenarios are very useful in creating industry realistic training because they provide students with the opportunity to practice problem-solving skills and decision-making in a simulated, but realistic, environment. Scenarios are designed to mimic real-life situations that students are likely to encounter in the workplace, which helps to bridge the gap between theory and practice.

By using scenarios, students experience the consequences of their decisions in a safe and controlled environment, which allows them to learn from mistakes without risking real-world consequences. Scenarios are also used to introduce learners to complex, multi-faceted problems that they might encounter in the workplace and help them to develop the critical thinking skills required to solve those problems.

#### WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 280 hours within a workplace as detailed in the assessment requirements of the following units:

•	CHCECE042 Foster holistic early childhood learning, development and wellbeing

•	CHCECE048 Plan and implement children's education and care curriculum

They will also complete a range of workplace learning activities specific to the units above.

These units commence in Term 1 so that the required workplace hours can be achieved. Each work placement block during Terms 1 – 3 is for 75 hours and during Term 4 is 60 hours, and students record their hours in their workplace hours log. 
It is noted that Portfolio evidence for other units will also be collected during the work placement block. This is indicated in the schedule.

Trainer/assessors visit students during each work placement block. The purpose of these visits will be to meet with students to discuss any issues concerning the placement or questions the student has, as well as to conduct observations for assessment purposes.

Students will complete their project portfolios for each of the units above in Week 10 of each term and after gaining practical experience and while the experiences are fresh in their minds.

Trainer/assessors visit students during each work placement block. The purpose of these visits will be to meet with students to discuss any issues concerning the placement or questions the student has, as well as to conduct observations for assessment purposes.

Students will complete their project portfolios for each of the units above after gaining practical experience and while the experiences are fresh in their minds. They may also use their workplace experience to complete project portfolios for other units. 
Brooklyn International College will assist all students to obtain work placements. However, students may also find their own work placement. Work placement agreements will be signed with participating organisations. As the participating organisations are approved as education and care services providers by ACECQA, they will have all of the necessary resources and equipment in place.

Workplace supervisors are required to endorse each student’s logbook to confirm they have completed the required service period hours. Workplace supervisors will be suitably qualified being qualified professionals in their role.

Students must undergo suitable checks (e.g., police checks) prior to placement which will be at the student’s own cost. Immunisations may also be required – this will be advised by the student’s workplace. 


CHC50121- Diploma of Early Childhood Education and Care

This qualification reflects the role of community services workers involved in the delivery, management and coordination of person-centred services to individuals, groups, and communities.

At this level, workers have specialised skills in community services and work autonomously within their scope of practice under broad directions from senior management.

Workers support people to make change in their lives to improve personal and social wellbeing and may also have responsibility for the supervision of other workers and volunteers. They may also undertake case management and program coordination.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

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

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

Twenty (20) units including twelve (12) units and eight (8) elective units are required for the award of the CHC52021 Diploma of Community Services.

The 20 units that must be completed include:

•	12 core units

•	8 elective units consisting of:

o	At least 6 units from amongst the electives listed in Group A, B, C, D or E listed at the link below

o	Up to 2 units from the electives listed below, any endorsed Training Package or accredited course.

Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.

The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/CHC52021

Target groups for the CHC52021 Diploma of Community Services are international students who are:

•	seeking to pursue or further a career in community services

•	seeking to enter a new industry sector

•	seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:
Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.

Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.

Students are expected to typically fall into the age range of 20 – 35 as people still establishing or changing careers.

Students may have study or work experience if they have completed other community services qualifications. Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.

This qualification will be delivered over 104 weeks, including 80 weeks of training and assessment spread over 8 terms of 10 weeks each and 24 weeks of holidays.

Potential employment options are in community services roles that focus on the delivery, management and coordination of person-centred services to individuals, groups, and communities.

Students who complete this course may wish to continue their education into the CHC62015 Advanced Diploma of Community Sector Management or higher education qualifications in community services management.

![Diploma of Community.jpeg](https://res.cloudinary.com/reefassets/image/upload/v1707721406/Diploma_of_Community_9541a4b8c0.jpg)

#### DELIVERY AND ASSESSMENT SUMMARY
The qualification is delivered over 104 weeks comprising of:
•	Eight (8) terms of 10 weeks each (80 weeks total)
•	Holiday breaks amounting to 24 weeks (as specified in the timetable).

#### DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week.

Additionally, unsupervised study is expected to be approximately 5 hours a week.

The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit. 

#### AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 832 hours.

Time scheduled for assessment in class is 568 hours. 
Work placement hours are 200 hours.

Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 5 hours a week.

Total hours delivery and assessment hours therefore amount to 1,600 hours and the volume of learning (i.e., including additional, unsupervised study) is 2,000 hours.

A detailed breakdown is shown in the training and assessment schedule.

Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 12 months – 2 years and 1200 – 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time.

Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.
 
#### DELIVERY ARRANGEMENTS
A face-to-face training and distance mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities.

The self-study component of this course amounts to 5 hours a week except during work placement weeks.

Students are provided with access to a Self-Study Guide for completion of a range of activities. The estimated time to complete activities is documented in the guide for each unit.

During the terms where students complete work placement, they will complete their knowledge questions as part of their structured self-study time.

Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency.

Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.

Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.

Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.

#### SIMULATED TRAINING ENVIRONMENT
The simulated training environment is created as described below.

In the classroom, this is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry.

Students understanding of the workplace and its requirements will be developed throughout the course.

The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and using learning materials. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment.

Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency.

During all sessions, sufficient time is allocated for students to perform the required tasks, practice their skills, and reinforce their knowledge.

#### WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 200 hours within a workplace as detailed in the assessment requirements of the following units:

•	CHCCSM013 Facilitate and review case management.

•	CHCDEV005 Analyse impacts of sociological factors on people in community work and services

Further, as each of these units specify that the hours cannot be completed concurrently with hours specified in any other unit of competency, each of the units are scheduled in different terms. The unit CHCDEV005 Analyse impacts of sociological factors on people in community work and services is completed in Term 4 and the unit CHCCSM013 Facilitate, and review case management is completed in Term 6. These hours are recorded in their workplace hours log.

During these terms, students will also complete other units that do not require workplace hours but require that assessment is completed in the workplace. At the end of each of these terms, students will spend the final week after their work placement completing Portfolios for each relevant unit based on their workplace experiences. 
Trainer/assessors visit students during each work placement block. The purpose of these visits will be to meet with students to discuss any issues concerning the placement or questions the student has, as well as to conduct observations for assessment purposes.

Students will complete their project portfolios for each of the units above after gaining practical experience and while the experiences are fresh in their minds. They may also use their workplace experience to complete project portfolios for other units. 
Brooklyn International College will assist all students to obtain work placements. However, students may also find their own work placement. Work placement agreements will be signed with participating organisations and a facilities and equipment check will take place prior to the agreement being signed.

Workplace supervisors are required to endorse each student’s logbook to confirm they have completed the required service period hours. Workplace supervisors will be suitably qualified being qualified professionals in their role.

Students must undergo suitable checks (e.g., police checks) prior to placement which will be at the student’s own cost. Immunisations may also be required – this will be advised by the student’s workplace. 

CHC52021- Diploma of Community Services

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