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 simulated workplace under the normal of range conditions

Assessment should be gathered on one or more occasions but must reflect the normal range of client situations encountered 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 is encouraged with other community services units of competency, such as:

CHCFLE302A Educate clients in fundamental financial literacy skills

CHCFLE303A Educate clients to understand debt and consumer credit

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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:

Understanding of money planning issues from a personal perspective

Non-judgemental values

Role of a financial literacy educator

Role of a financial counsellor

Referrals to financial counselling and other specialist services

Intergenerational poverty

The role of money in society

Broad range of values and attitudes in relation to money

Inequality and the power structure

Cultural differences in relation to understanding of money

Technological issues associated with managing money

Assessment and analysis of client needs

Resources and support available within the community relating to personal money management

Local demographics and their potential impact on client financial issues

Special needs of clients in relation to financial management

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate self awareness of personal money management styles

Refer to specialist services as appropriate

Demonstrate empathy to client groups experiencing financial difficulty and hardship

Match education activities with community and individual needs and priorities

Demonstrate collaboration and consultation with key people and organisations

Identify financial literacy educational solutions to address client needs

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:

liaison and networking

communication

research skills

time management

budgeting

evaluation

presentation

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.

Client groups may include but are not limited to:

Youth

Aged

Church and community groups

Schools

Low income earners

Centrelink recipients

Vulnerable clients

Barriers to effective personal money management may relate to, for example:

Low levels of literacy and numeracy

Mental health issues

Cultural and language background

Alcohol and other drugs issues

Domestic violence issues

Delivery of financial literacy education may include:

Groups

Target communities