- Students must email the teacher email@example.com a copy of the following documents to confirm their eligibility prior to enrolment.
- All applicants (direct entry or applying through QTAC) must provide a copy of their Year 12 certificate. Applicants that are not able to produce a copy of this document are required to complete the Basic Key Skills Builder (BKSB) test before enrolment.
Primary teachers are eligible to enrol in the Bridging Program if they hold all of the following:
- a primary teaching qualification that includes at least a focus on children aged 5 to 8 years old (for example, a qualification with a focus on children aged 3 to 8 or 5 to 12) AND
- current teacher registration in Australia (or accreditation in New South Wales) AND
- a current first aid certificate or will gain one prior to completion of the program (must be HLTAID004).
To access Higher Level Skills funding for this course the prospective student must meet all subsidy eligibility however TAFE Queensland Gold Coast waives the eligibility criteria "not hold, and not be enrolled in, a Certificate IV or higher level qualification, not including qualifications completed at school and foundation skills training, for people who are registered as primary teachers in Queensland". In short, students with a Bachelor of Education which is a requirement of the Bridging Program are eligible to access the Higher Level Skills funding, if they meet all preceding criteria.
Literacy and Numeracy
While this training package does not stipulate any entry requirements, students do need to have, or be able to attain, a level of literacy and numeracy skills that will enable them to gain the required skills and knowledge to complete their course and ultimately to work in their chosen field. TAFE Queensland Gold Coast is committed to ensuring that students receive training, assessment and support services that meet their individual needs. Therefore, before commencing their course, all TAFE Queensland Gold Coast students are required to participate in an Orientation session where they complete a set of Literacy and Numeracy tasks. These tasks are designed to identify students at risk of not being able to complete their course due to their level of Literacy and Numeracy skills.
Students identified at risk of non-completion due to their literacy and/or numeracy skills are contacted confidentially by one of TAFE Queensland Gold Coast’s specialist Learning Support teachers. Recommendations may include participation in a foundation skills program focusing on Literacy and Numeracy skills or a course at a lower qualification level on the Australian Qualifications Framework prior to attempting their chosen course. Recommendations may also include use of the additional assistance available from the Learning Support Team throughout their course.
Any student who withdraws prior to commencement of study is entitled to a full refund. Further periods of penalty-free withdrawal often apply, but differ between payment type, so please check your relevant refund policy for further details. Please note that students are also able to transfer from one course to another within the first two weeks of study without penalty but transferring as early as possible will provide the student with the best opportunity to be successful in their alternative course.
Blue Card for Vocational Placement
Students must be eligible for a Working with Children check or state equivalent (commonly known in Queensland as a Blue Card) 1800 113 611 or http://www.bluecard.qld.gov.au
Recognition of Prior Learning (RPL)
For RPL enquiries please contact the RPL Team at firstname.lastname@example.org.
Students will require a computer with internet access and an email account.
Prospective students must have the following computer technical specifications before they can access the course materials and participate in the learning program:
- Minimum screen resolution of 1024 x 768 pixels
- Windows PC or Apple Mac - please note: portable devices (smartphones, iPads, tablets, slates) do not necessarily support all the features of Connect, our Learning Management System, and may not work properly for submitting assessments
- Computer running a minimum of Windows 7 or Apple Macintosh OSX 10.8
- Connect has been designed to function on these minimum browser versions: Google Chrome (latest) (highly recommended for students), Firefox (latest), Safari (latest), Internet Explorer 10 - older versions of browsers may not correctly display information
- ADSL or Cable Broadband is highly recommended
- Audio playback enabled on your computer (many activities use audio interaction)
- Students may require a headset with the capacity to listen and talk back (USB connection headsets are known to give superior sound quality)
This course is offered via blended delivery which includes the following:
- Guided learning (online teacher facilitation)
- Six timetabled compulsory workshops per year – February, April, June, August, October, November
- Access to a tutorial class for further support at Southport from 9.00am-3.00pm on Wednesday (Level 2, Room 210) or Thursday (Level 2, Room 212).
- Regular Webinars - the teacher will advise when these will be held
- Self-directed learning (this is the student's responsibility and usually occurs outside of online teacher facilitation)
- Workplace delivery ('on the job' learning/vocational placement, two visits per term – minimum 240 hours of vocational placement required)
This program is scheduled over a 12 month period with approximately 3 hours per week of teacher directed/guided online facilitation. Students are expected to complete approximately 20 hours a week teacher-directed readings, research activities and assessment work online. Workplace delivery is undertaken for a minimum of 240 hours as 'on the job' learning/vocational placement. Teachers visit students on workplace delivery twice per term.
Classes are conducted:
- Face-to-face workshops conducted two times per term
- Teacher-directed (online learning and recommended readings suggested as homework tasks)
- Student-directed (online reading, research and assessment work)
- Workplace delivery/learning activities (on-the-job learning and assessment - vocational placement 240 hours)
This involves the assessor directly observing the candidate performing the tasks which facilitates a decision of competent or not yet competent.
- an assessor attends a day care centre and observes a candidate changing a nappy on a baby
- an assessor asks a candidate why they chose particular resources and equipment for setting up a play area/learning experience for 4-5 year olds.
This involves evidence which supports the candidate being able to perform a task.
- a finished product created by the candidate- portfolio, resource, poster
- a written assessment piece responding to specific knowledge questions.
Third Party Evidence
Also referred to as supplementary evidence, provided by Early Childhood Education professionals/supervisors in the Vocational Placement Setting, another important means for assessors to make a judgement about the candidate’s competence.
For example: asking the candidate to explain their understanding of the Early Years Learning Framework and how this is evidenced in their work.
For example, asking candidates to review and report on websites with information about quality standards.
For example, reviewing examples of products that the candidate has generated to assist with the implementation of a policy or procedure.
For example, rosters and timesheets, minutes of staff meetings, position descriptions.
Video and Photos
For example, a video of a candidate changing a nappy or teaching a child to learn a new song.
Workplace delivery is undertaken for a minimum of 240 hours as 'on the job' learning/vocational placement.