List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify relationship education needs | 1.1 Obtain and review information about the target group and its needs and characteristics 1.2 Confirm the specific issues affecting the target group in terms of interpersonal relationships 1.3 Identify and respond to the need for potential referral or collaboration with other services 1.4 Recognise when existing programs may be used or adapted to meet client needs 1.5 Determine key purpose of program to be developed or delivered |
2. Adapt and design relationship education programs | 2.1 Select education program model and approach based on client needs and presenting issues 2.2 Identify potential resource and operational constraints and use to inform program design 2.3 Identify and respond to potential barriers to participation in program design 2.4 Structure and adapt programs that address the range of influences affecting the target group 2.5 Collaborate with clients in program design according to organisation procedures 2.6 Determine ways to evaluate programs based on their content and the target group 2.7 Document program content and operational requirements according to organisation procedures |
3. Evaluate relationship education programs | 3.1 Seek and obtain feedback on program delivery from colleagues and clients 3.2 Analyse and reflect on feedback to identify areas for future improvement 3.3 Adjust or confirm programs according to organisation procedures and scope of own job role |
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:
prepared or adapted, documented and evaluated relationship education programs, including the articulation of rationale, to meet the needs of at least 3 diverse groups, including those targeted to:
different ages
different genders
different family groupings
prepared or adapted programs based on at least 2 different relationship education models or theories
prepared or adapted programs for delivery in at least two different mediums.
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
legal and ethical considerations (national and state/territory) for program development, and how these are applied in organisations and individual practice:
discrimination
duty of care
privacy, confidentiality and disclosure
records management
rights and responsibilities of workers and employers
work role boundaries – responsibilities and limitations
work health and safety
diversity of family structures and cultural, religious, community and familial obligations inherent in diverse family structures and backgrounds and the impact these can have on interpersonal relationships
different theories regarding development of male and female identity, gender and potential impact of gender, roles and stereotyping on individuals and personal relationships
dynamics of couples, parenting and parenting roles, stages of life-cycle and relationship cycles
importance of primary attachments in the lives of children
aspects of loss and phases of grief including the range of responses to loss and grief and potential impacts of these on relationships
changing roles, influences and issues facing diverse groups of people in Australian society, including those relating to:
children and young people
men
women
families
couples, including separated and divorced couples
parents – fathers, mothers, step parents, non-biological parents
differences in communication styles between different target groups and how these are addressed in relationship education programs
potential barriers to participation for different target groups
program design principles and how to adapt these to meet the needs of different target groups and different forms of presentation
key principles of current theoretical frameworks, models and tools of relationship education practice, and their strengths and weaknesses for different situations
models to explain power issues in relationships and relationship systems as well as to understand and inform responses to abuse and conflict in relationships
elements which contribute to healthy, effective and lasting family relationships
evaluation strategies for relationship education programs.
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
use of suitable facilities, equipment and resources, including:
target group information
organisation policies and procedures
sources of information on relationship education models and theories
modelling of industry operating conditions, including:
scenarios that involve interactions with other people as nominated in the performance evidence.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.