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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions 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

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects 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:

Areas of language development of a young person e.g. listening, speaking, non-verbal expression, viewing, writing

Policy, procedure and legislative issues affecting performance

Implications of cultural issues in the classroom/recreation areas

Culturally based expectations about communication

Alternative communication systems

Essential skills:

It is critical that the candidate demonstrate the ability to:

Stimulate students to speak, taking into account additional language needs, age, development and culture of the student

Interact in a positive and supportive manner with the students

Implement a language support program as directed by the teacher or speech language pathologist

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:

Apply strategies for developing comprehension and expression in students

Apply interpersonal skills (e.g. listening and understanding directions, giving clear directions and/or instructions, expressing an opinion, suggesting improvements to strategy/methods for assisting/supporting students and teachers)

Empathise and be culturally sensitive

Use teamwork skills - working with teachers and students

Complete a sequence of tasks/activities given direction and support from the teacher

Interpret information from written and/or verbal directions

Problem-solve by choosing appropriate responses, identifying problems, consulting with personnel

Manage time effectively

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.

Opportunities to listen to language may include:

Rhymes, poems, stories

Language games

Music

Dramatic play

Film, video, television

Everyday conversations

Discussions

Transactions

greetings

shopping

directions

instructions

Resources to support language skills may include:

Materials that stimulate verbal response

Materials that extend understanding of vocabulary

Pictures, poster, displays

Books: fiction, non-fiction, picture

Magazines, newspapers, comic books

Bilingual charts, books

Interesting objects

Spoken word tapes

Songs

Communication strategies may include:

Verbal and written communication

phrases and jargon that the student uses

naming used by family or friends/peers

language specific to an area of the student's interest e.g. football/fashion

language suitable for he student's age and level of comprehension

language appropriate to each particular situation

language that takes into account additional learning needs

group or individual discussions

listening to informal conversation/chatting

volume to suite situation and audience size

intonation

articulation

pronunciation

tone of voice

awareness of word order patterns in Standard Australian English

Non-verbal communication

working at the same level as the student
e.g. sitting at the student's desk or on the floor

proximity to the student

eye contact/no eye contact

body language

facial expression

Opportunities to interact with others include:

Reading stories/books/poetry/rhymes aloud

Reading stories/books that contain references to familiar objects or topics of interest to the student

Labelling objects and speaking in simple sentences

Responding with clear and simple answers

Involving student in songs, rhymes, poetry, plays and jokes

Involving the student in one-on-one conversations

Encouraging students to talk about what they are doing, what they like, how they feel

Encouraging students to ask questions to gather information

Encouraging participation in group discussions

Providing opportunities fort he student to speak in public and privately, with other students and adults

Understanding of language refers to:

Age and stage of development of the student

The situation (formal, informal)

Functions of language may include:

Informative - communicating information

Expressive - communicating or generating feelings and emotions

Directive - giving instructions or asking questions that will elicit an action/response