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

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:

Aboriginal health issues

Cultural and linguistic background of students and families

Curriculum and curriculum framework

Duty of care responsibilities

Educations system's policies and procedures

Hygienic food preparation

Industrial awards and duty statements

Potential hazards and risks for students

Risk management

Safe working practices

School/centre's policies and procedures

State and Federal legislative and regulatory requirements, particularly OHS legislation

Structure of the education system

Understand own work role and responsibilities

Essential skills:

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:

Adhere to own work role and responsibilities

Communicate effectively with other adults in the working environment

Demonstrate effective application of skills in:

active listening

communication / interpersonal skills of questioning, informing, listening and discussing

negotiation

organisation planning, administrative support skills

safe work practices

team work

time management skills

Follow school/centre policies and procedures

Implement safe and hygienic practises

Liaise with and report to relevant personnel

Respond appropriately to emergency situations

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.

Environment may include:

Community education centre

Education centre

Government school (pre-primary, primary and secondary)

Kindergarten

Private/non-government school (pre-primary, primary and secondary)

Special education centre

Relevant procedures, guidelines, protocols, policies will address:

Duty of care, supervision of students, workers compensation

Education system's (government and non-government) policies and procedures

Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination

School's and / or centre's policies and procedures

Hazard / safety procedures may include:

Emergency, fire and accident procedures

Hazard identification and issue resolution procedures

Hazard policies and procedures

Job procedures and instructions

Procedures for maintenance of gardens, animal cages and environs

Procedures for the use of personnel clothing and equipment

Hazards may include:

Body fluids

Fire

Infections

Manual handling

Toxic substances

Workplace stress

Cleaning duties may include:

Dusting

Sweeping

Vacuuming

Washing/showering

Types of cleaning equipment may include:

Brooms

Buckets

Cleaning agents

Hoses

Mops, dusters/dusting and washing cloths

Vacuum cleaners

Food preparation may involve use of equipment such as:

Food processors, blenders and mixers

Knives, cleavers and utensils

Large (fixed) equipment such as fridges

Slicers,

Individual needs of students will vary based on:

Age and ability of student

Cultural and/or linguistic background of students

Personal characteristics of students

Physical capability or disability

Students' documented medical conditions

Students' special needs with social, emotional and/or psychological problems

Emergency situations may include:

Bomb threats or civil disorder

Environmental (severe storms, earthquakes, floods)

Fire

Hazardous releases and uncontrollable processes

Medical emergencies

Other natural or man-made disasters

Smoke spread

Specific emergencies occurring during participation in / conduct of sport and recreation activities

Health issues may include:

Alcohol and other drug abuse

Child neglect

Diabetes

Domestic violence

Hearing Loss

Infant mortality

Infectious Disease

Kidney disease

Nutrition

Petrol sniffing

Teenage pregnancy

Causes of health issues may include:

Child maltreatment

Domestic violence

Inadequate housing

Lack of education

Lack of support and resources

Poverty

Unemployment

Impact that health issues have on student's learning may include:

Absences from school

Changes in behaviour

Inability to concentrate

Restrictions in ability to participate

Liaison may include:

Community representatives

Medical or other professionals

Other school/centres

Other teacher assistants

Parents

Special education teacher

Specialist organisations