Course descriptions

Please refer to Training Dates 2016 page for availability and scheduled dates.

Child Protection – Accredited (CHCPRT001) Creating Playful Communities For Children Develop Teams and Individuals – Accredited BSBLED401 Educational Leaders Symposium For School Age Care
Emotional Intelligence Evaluating children’s well being and development Introduction to OOSH Introduction to Playwork Principles
Learning Circles – MY TIME, OUR PLACE PRACTICES Learning Through Play with School Age Children Listening When You Cannot Hear Their Voices Nature Play Workshops
NQF Overview Promote Aboriginal and/or Torres Strait Islander Cultural Safety – Accredited CHCDIV002 Quality Improvement Plans Symposium For School Age Care Rethinking Challenging Behaviour using a Trauma-Informed Approach
Work Legally and Ethically – Accredited CHCLEG001 Understanding children’s behaviour Use an approved learning framework to guide practice – Accredited CHCECE009

 

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Child Protection – Accredited (CHCPRT001)

Participants will learn about the current laws for child protection in NSW and their legal obligations as mandatory reporters. We also cover strategies to recognise and report children at risk of significant harm and how to respond to disclosure. This course is aligned to the unit ‘Identify and respond to children and young people at risk CHCPRT001’, a compulsory unit within Certificate IV and Diploma of School Age Education and Care. Participants who successfully complete the assessment task in the month following the training day will receive a Statement of Attainment for that unit. Completion of this course and the assessment task meets NSW child protection training requirements for Nominated Supervisors and Service Supervisors placed in day to day charge of a service.

**Please be advised that the Nominated Supervisor and any Responsible Person in day-to-day charge of a service MUST complete a course in Child Protection approved by the NSW Regulatory Authority (Regulation 273).  This course provided by Network meets this obligation**

National Quality Standards: 1-7

Creating Playful Communities For Children

Play is intrinsically motivated and practiced by
every healthy human and animal – so why are we making it so boring? Our role as educators can
be as champions for play and it starts by creating responsive environments that allow for play to flourish. So how response-able is your service? And how are you harnessing the everyday “what if “ moments in children’s lives? 
Be part of this interactive workshop, which explores playfulness and help build a more playful community. This two-hour workshop is suitable for all service types.

National Quality Standards: 1, 2, 3, 4, 5

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Developing an effective team

As a team leader, supervisor or co-ordinator it is your role to ensure your team works effectively. One of your key responsibilities is to monitor the performance of your team as a unit, as well as each team member individually, and identify and address their learning needs to improve workplace performance. In this session you will learn how to:

  • Identify the learning and development needs of your team
  • develop learning plans that meet individual and group training needs
  • encourage self-evaluation and continuous improvement
  • collect and compare feedback on performance

National Quality Standards: 4, 5, 6, 7

This session is based on the Accredited Unit of competency BSBLED401 Develop teams and individuals, which is an Elective Unit from the Diploma of School Age Education and Care.

Educational Leaders Symposium For School Age Care

  • Do you think an ‘Educational Leader’ is just a fancy title?
  • How is your Educational leader linking theory into the practices of team members?
  • Is your Educational Leader struggling to have professional conversations with other educators?
  • Are you seeking new inspiration to be an effective Educational Leader?

This Symposium will provide Educational Leaders in OSHC the opportunity to build and enhance their understanding of the role and network with other Educational Leaders.

Be prepared to be inspired, challenged and reassured by our panel of industry leaders.

National Quality Standards: 1, 4, 7

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Emotional Intelligence

Emotional Intelligence is about understanding the emotions of yourself and others and how they affect interactions and relationships between people. Children with greater emotional intelligence are generally more successful
at making friends, managing conflict and can be more resilient in times of difficulty. This course will provide an introduction to what emotional intelligence is, ways that educators can build up their own emotional intelligence and look at opportunities for developing children’s emotional intelligence through OSHC programs.

National Quality Standards: 1, 5, 6

Evaluating children’s well being and development

Effective evaluation helps educators to provide a great program that stimulates and supports the children. This session focuses on the NQF requirements for OSHC staff to regularly evaluate children’s wellbeing, development and learning. We look at a range of strategies to meet this requirement, demonstrating how evaluation contributes to the service’s ongoing planning and programming, whilst also taking into consideration the nature of OSHC services, needs and interests of children, attendance patterns and staffing.

National Quality Standards: 1, 2, 4, 5, 6

Introduction to OOSH – the common sense guide for new educators

Designed for new educators or those seeking a career in OOSH, this session will provide an overview of the essential information for commencing work in an OOSH service.

Interactive and practical, this session will introduce participants to the philosophy and practice unique to the OOSH sector and provide advice and instruction on the skills required to be an effective and engaged OOSH educator.

National Quality Standards: 1, 2, 3, 4, 5, 6.

Introduction to Playwork Principles

‘The Playwork Principles’ was developed in the UK and provide the professional and ethical framework for educators and play workers to support each child’s right to play identified in the United Nations Declaration on the Rights of the Child (UNCRC). They are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities. This workshop explores and unpacks the principles and provides practical real life strategies for practicing the framework in your service delivery.

National Quality Standards: 1, 2, 3, 4, 5

Learning Circles – MY TIME, OUR PLACE PRACTICES

These sessions will be run over 8 weeks, with each session focusing on one of the Practices from My Time, Our Place. The program will give participants a supportive forum in which to reflect on and deepen their understanding of the Framework for School Age Care, relevant theory and how it can be applied in their practice as educators, as well as gathering ideas from other services around implementation.

Participants are welcome to attend all 8 sessions, or just pick the practices you would like to explore in more detail.

National Quality Standards: 1, 3, 5, 6

Learning Through Play with School Age Children

A hands-on session for involving craft and games for school age children to explore the importance of play, types of play and how you can link activities to NQF requirements. Bring along photos or display items to share with the group and exchange idea.

National Quality Standards: 1

Listening When You Cannot Hear Their Voices

All children and families have a voice – the skill is identifying it and creating an environment for it to be heard”.

As educators we can spend a lot of time identifying the needs of our families and children, in fact all educators have a responsibility to do so!
What does listening to families and children really means? How can we hear the voices of others who don’t appear to engaging with us using traditional methods?

It is fundamental to best practice that we listen to children and families to improve our service delivery. However, the challenge is that many people interpret ‘listening’ as ‘hearing’ and the 2 are quite different. We are also commonly confronted with the idea that only those whose voices are heard are relevant. Educators frequently complain they get no feedback, but the feedback, the messages are all around and being delivered to them in many different ways. Identifying what these are is the first step to ensuring you are listening. This two-hour workshop is suitable for all service types.

National Quality Standards: 1, 5

Nature Play Workshops

FIRE CRAFT

Elemental play is an excellent way of bringing nature into your OOSH programming. This session will teach the basics of fire craft, lighting fire with flint and steel, making tinder bundles, campfire cooking and most importantly fire safety. This program delivery is subject to the weather and climatic conditions of the day and if the conditions are deemed to be unsafe an alternate program will be delivered.

National Quality Standards: 1, 2, 3, 4, 5

NATURE GAMES

Nature games can help act as a springboard
to get kids connecting to nature and to develop children physically and emotionally. This workshop
 will introduce the importance of games for nature connection, the chance to play some new games and then participants will then ‘freestyle’ and develop their own nature game to play with the group and take back to their services.

National Quality Standards: 1, 2, 3, 4, 5

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NQF Overview

This course gives a snapshot of the National Quality Framework (NQF). The session will look at the NQF as a whole and each component within it, including the National Law and Regulations, seven Quality Areas and the resource documents supporting their implementation, and begin the conversation on how services can incorporate the system into their infrastructure and daily practices. This is a great introductory course for new staff.

National Quality Standards: 1, 2, 3, 4, 5, 6, 7


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Promote Aboriginal and/or Torres Strait Islander Cultural Safety

As educators we are sometimes challenged in appropriately respecting and representing Aboriginal and Torres Strait Islander cultures in our service programs. This course will support participants to think more deeply about culture and identity and how this influences your work as an educator. We then use this as a starting point to learn about Aboriginal and Torres Strait Islander history and culture and look at ways that educators can work with communities to incorporate Indigenous culture and perspectives into their programs in meaningful and appropriate ways. This course is aligned to the accredited unit ‘CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural Safety’, which is a compulsory unit in the Certificate IV and Diploma of School Age Education and Care. Participants who successfully complete the assessment task in the month following training will receive a Statement of Attainment.

National Quality Standards: 1, 5, 6

This session is based on the Accredited Unit of competency ‘CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural Safety’, which is a Core Unit from the Certificate IV and Diploma in School Age Education and Care.

Quality Improvement Plans Symposium For School Age Care

  • Have you heard about the new QIP template?
  • Are you struggling to find motivation to maintain your QIP?
  • Do you find it a challenge to engage staff, management and families with your service QIP?
  • Do you want to know how DEC uses your QIP to build a picture of your service?

This event will be tailored to OSHC Educators and provide guidance and inspiration to create a QIP that is a living document and a valuable part of your service delivery.

You will hear from a range of speakers and have the opportunity to participate in experiences and gain a selection of quick tips and strategies to make the quality improvement process a more enjoyable and engaging experience, not just for you but for the whole service.

National Quality Standards: 7

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Rethinking Challenging Behaviour using a Trauma-Informed Approach

Why is it time to rethink the way we support challenging behaviours within our services? Well honestly…a lot
of times the suggested strategies just don’t work effectively or are too time consuming to implement appropriately within a children’s services setting. Where does that leave educators? More often than not tired, frustrated and unsure what to do next. How can a knowledge of trauma-informed practice help? In many situations children are coming to our services with a trauma history. What does that mean?

Our reaction to the way individual children act and react when triggered by their trauma determines what happens next. This workshop will support educators to put into practice strategies designed to support 
the child to engage/re-engage the vital parts of the brain while using a relational approach to address the challenging behaviours when the time is right. This is a small group workshop maximum of 12 people per session.

National Quality Standards: 1, 2, 3, 4, 5

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Work Legally and Ethically

Outside of School Hours Care (OSHC) educators must always act in a professional, competent and ethical manner. They must have a clear understanding to the legal framework relevant to their role and understand their ethical responsibilities. This session will help you to:

  • Identify the different legal and organisational requirements that affect your work
  • Work in a way that meets you legal requirements
  • Work according to professional ethical standards
  • Identify situations where work practices could be improved to meet legal and ethical responsibilities

National Quality Standards: 4, 5, 6, 7

This session is based on the Accredited Unit of competency CHCLEG001 Work legally and ethically, which is a Core Unit from the Certificate IV in School Age Education and Care.

Understanding children’s behaviour.

Understanding why children behave the way they do is one of the biggest challenges many OOSH educators face. There are many factors that contribute to children’s behaviour and developing an understanding of these will help educators guide children’s behaviour more effectively. This session will focus on factors that influence children’s behaviour and explore strategies for guiding children’s behaviour in positive, supportive, and age-appropriate ways.

National Quality Standards: 1, 2, 3, 4, 5, 6.

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Use an approved learning framework to guide practice

Under the National Law and National Regulations, services are required to base their educational program on an approved learning framework. This session will combine theoretical knowledge and reflective tasks to assist educators explore the learning framework that guides practice within Outside School Hours Care services. This session will help you to use the framework to achieve the best learning and developmental outcomes for children.

National Quality Standards: 1, 2, 3, 4, 5, 6, 7.

This session is based on the Accredited Unit of competency ‘CHCECE009 Use an approved learning framework to guide practice’, which is a Core Unit from the Certificate IV in School Age Education and Care