This professional learning will introduce early years teachers to the implementation process, the Guide and reflection tool, to support quality practices in the early years.
DurationProgram Description
Join the Kindergarten to Year 2 Improvement team for an online professional learning presentation on developing your understanding of the Kindergarten to Year 2 Improvement Approach.
This professional learning will introduce early years teachers to the implementation process, the Guide and reflection tool, to support quality practices in the early years.
This session will provide you with an opportunity to ask questions and build your understanding of the Kindergarten to Year 2 Improvement approach.
Program Outcomes
Become familiar with the NQS process and support materials
Build understanding of quality practices and programs
Strengthen knowledge of continuous improvement
The Professional Learning Institute supports the delivery of professional learning to build the capability of the Department of Education workforce.
This qualification reflects the role of early childhood educators who are responsible for designing and implementing curriculum in early childhood education and care services.
The CHC50121 Diploma of Early Childhood Education and Care will enable you to work effectively as a team leader/supervisor in a regulated care environment in addition to the physical, emotional and learning development of babies, children and toddlers.
Take the next step in your ECEC career and open up your career options with a Diploma of Early Childhood Education and Care (CHC50121). This course teaches you to be aware of the developmental needs of children and introduces you to your roles and responsibilities in an ECEC setting.
The Diploma of Early Childhood Education and Care will extend on your existing skills within the childcare environment, allowing you to progress in a number of areas. If you are looking for a promotion or to advance your skills within the childcare industry this is the qualification that will get y...
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