241111: Early Childhood (Pre-primary School) Teacher
Skill Level: 1
Assessing Authority: AITSL
Visa Options – ANZSCO 241111
Visa Type | Eligibility | MLTSSL | STSOL | ROL |
---|---|---|---|---|
Subclass 189 (Skilled Independent) | - | - | ||
Subclass 190 (Skilled Nominated) | - | - | ||
Subclass 491 (State/Territory nominated) | - | - | ||
Subclass 491 (NOT nominated by State/Territory) | - | - | ||
Subclass 485 (Graduate) | - | - | ||
Subclass 482 (TSS) | - | - | ||
Subclass 186 (ENS) | - | - | ||
Subclass 187 (RSMS) | - | - | ||
Subclass 407 (Training) | - | - |
State Eligibility Summary Table – ANZSCO 241111
241111: Early Childhood (Pre-primary School) Teacher
Description
Plans, organises and conducts activities to help pre-primary school students to develop a wide variety of skills including speech, reading, writing, motor skills and social interaction. Registration or licensing is required.
Skill Level
Occupations at Skill Level 1 have a level of skill commensurate with a bachelor degree or higher qualification. At least five years of relevant experience may substitute for the formal qualification. In some instances relevant experience and/or on-the-job training may be required in addition to the formal qualification.
Specialisations
- Preschool Director
Specialisation titles are any commonly used titles which refer to a subset of jobs belonging to the occupation designated in the principal title. These jobs involve the performance of specialised tasks rather than the broader range of tasks usually performed in the occupation.
Tasks
- Planning and structuring learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students’ development
- Providing a variety of experiences and activities to develop motor skills, cooperative social skills, confidence and understanding
- Promoting language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups
- Observing students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities
- Observing nutritional health, welfare and safety needs of students and identifying factors which may impede students’ progress
- Discussing students’ progress with parents
- Attending parent interviews, and staff and committee meetings
- Participating in community and family support programs as appropriate
- Supervising student teachers on placement
Assessing Authority
“Currently there is no known caveats applicable to this occupation”. Refer to Department of Home Affairs website for updated list.