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

This unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

Consistency in performance is best assessed for a range of age groups, a range of conditions and over a number of assessment situations

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

Resources required for assessment include access to a range of opportunities, including access to:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects of this unit in 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:

Up to date knowledge of regulations on safety, health and hygiene

Potential hazards to children, including traffic and the spread of infectious diseases and cross infection

Strategies to minimise the spread of infectious diseases

Developmental stage appropriate toys and equipment

Legal requirements for supervision including worker - child ratios

Food preparation, cooking and storage of food - temperatures

Child protection policy of service

State/territory requirements about abuse and reporting process

Common childhood illnesses recognition, management strategies

Incident records

Indicators of different types of child abuse

Organisation procedures

Strategies for developing responsible behaviour by children in cars and buses

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply a thorough understanding of dangers and hazards for specific age groups

Make informed and appropriate decisions under pressure to ensure the safety of children, including in the home environment, and in particular:

personal hygiene to prevent cross infection e.g. handwashing

modelling safe behaviours and hygiene practices

risk identification in relevant environments

risk reduction strategies in that environment

risk minimisation strategies in response to specific incidents

ways of supervising appropriate to the age of the child

supervision systems e.g. an area/ a group of children/ floater

Address issues in planning supervision according to the ages of children -
For 5 to 12 year olds:

absences of children booked in need to be investigated

older children may be able to assist in responding to an incident if directed clearly and supported to do so

developing children's capacity to monitor their own safety

developing children's capacity to develop strategies with staff

Assess additional supervision requirements for a child due to - child's disability:

level of risk taking behaviour

age/stage of development of child

child's level of competence in the activity selected

child's level of responsibility

child's familiarity with environment/equipment/materials

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:

Demonstrate application of skills in:

strategies for developing responsible behaviour by children in cars and buses

decision-making under pressure

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.

Environments may be assessed for safety in relation to:

Hazards

Noise

Pollution

Fences

Buildings

Grounds

Relevant criteria for assessing environments may include:

Regulations

Policies of organisation

Industry standards e.g. QA and IS principles

Occupational health and safety (OHS) guidelines

Criteria for assessing safety of environments may include:

Legislation and regulatory requirements

Safety criteria developed by service

Own judgement and experience

A plan to meet the emotional needs of people involved in an accident or emergency may include:

Reassurance/comfort

Counselling

'Debriefing'

Areas where close/additional supervision may be required include:

Hazards e.g. Water

Specified equipment

Areas without fences

Toilets

Plan for supervision may include:

Limit setting for children

Deployment of workers

Programming

Separating different aged children

Placement of equipment

Staff/child ratio

Limits and guidelines related to supervision may include:

Out of bounds areas

Rules for safe play

Additional supervision may be required for:

Excursions

Boisterous activities e.g. Touch football

Swimming

Younger children

Children with additional needs e.g. ADD

Supervision strategies on excursions include:

Head counts

Developing and maintaining group norms that foster safety

Practices to respond to sick children may include:

One to one care

Separation from other children

Contacting parents

Requesting parent to take child home

Government organisation which may need to be consulted/ notified include:

Work Cover, if worker situation

Public health unit

Guidelines for reporting may include:

Public health guidelines e.g. a number of cases, timeframe for reporting

Organisation guidelines e.g. who is to write and set report

Procedures for safety in travel may include:

Regulations are followed e.g. children are appropriately restrained

Restraints are effectively installed

Behaviour guidelines and limits for children during travel

Supervision of travel and care practices may be monitored by:

Observation

Discussion with worker