The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

Method of assessment:

In cases where the learner does not have the opportunity to cover all aspects of the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Community demographics, social trends and indicators

Social justice principles

Current organisation policy in relation to sexual and reproductive health initiatives and associated legal requirements

Demonstrated awareness of own personal and social values and attitudes and their impact on education program development and delivery

Knowledge of community resources and organisations

Knowledge and understanding of:

the anatomy and physiology of human sexuality

sexual function and dysfunction

pregnancy, birth and contraception

reproductive and sub-fertility issues

STIs, HIV and safer sex issues

sexuality events in the life cycle

sexuality development across the lifespan

sexual assault and harassment

sexual identity and orientation

legal and ethical issues in sexuality

sexuality and disability

sexuality in cultural contexts

Effective sexuality education

Sexual health promotion and policy

Essential skills:

It is critical that the candidate demonstrate the ability to:

Access and interpret available information to determine:

community demographics, social trends and indicators

community access to health resources

appropriate preventative strategies for community health and well being

relevant community support networks to address presenting sexual and reproductive health issues

Assess the need for education in sexuality and sexual health

Plan education program to address identified needs, using appropriate learning strategies and resources

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Facilitate client exploration of their values and beliefs around sexuality

Respond to issues of disclosure and privacy according to organisation policies and procedures

Evaluate program delivery and effectiveness and revise program accordingly

Structure learning programs to demonstrate valuing of diversity and individual choice

Provide sexuality education in a non-judgemental manner

Demonstrate understanding of own attitudes and values and impact on services

Create a positive learning environment and practice basic group work skills

Develop, implement and evaluate sexuality education programs

Work with a range of communities, groups and individuals

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Impact of own attitudes and values may be via:

Body language

Verbal

Choice of contact

Choice of activities

Structure of group dynamics

Attitudes and values include in relation to:

Sexual orientation

Sexuality and ageing

Sexuality and disability

Sexual harassment

Education program includes those related to:

HIV

Hepatitis

Sexually transmitted infections

Safe sex practices

Human reproduction

Pregnancy

Contraception

Sexual health

Evaluation includes:

Client survey instruments

Seeking verbal feedback and affirmation from clients

Follow up interviews with clients, their family and carers