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

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:

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 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:

Assessment tools to guide decision-making about programming

Criteria for selecting a specific programming approach

Criteria to review setting and environment

Detailed knowledge of facilitating a variety of learning and play experiences e.g. art, music, sport

Different approaches to program planning and development

Evaluation methods and reflective practice

Identification of range of resources required

Location of resources and materials

Organisation standards, policies and procedures

Regulatory and legislative requirements

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Relevant quality improvement and accreditation system principles

Respect for different family expectations

Stakeholders who need to be involved in evaluation

Theories of child development

Up to date information and a range of sources of information is accessed as resources for program development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices

Apply criteria to evaluate programs in relation to:

short term and long term goals of the program

progress of individual children

progress of the group of children

philosophy and goals of the service

cost effectiveness

appropriate practice

daily programs, weekly programs

Gather information and use as a basis for designing and planning programs to address identified needs

Organise and coordinate a range of experiences at one time and undertake appropriate evaluation of effectiveness of programs

Plan, implement, monitor and evaluate developmentally appropriate routines and programs to foster and enhance children's development

State and outline a personal philosophy about children's development through programming which considers theories of child development and learning and social justice and equity

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:

planning

contingency management

effective communication with target groups

analysis and reflective thinking

selecting and administering appropriate assessment and evaluation tools

Take into account, use and promote opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

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.

Programs may be designed and implemented for:

A group of children

A playgroup

A service

Individuals

Programs include:

Experiences

Interactions

Organisation of time and space

Routines

Transitions

All those involved with program design may include:

Children

Management

Parents

Staff/care providers

Ideas and suggestions for programming and may be gathered from:

Colleagues

Networks

Newsletters, magazines, articles

Publications

Resource workers

Teachers in schools when service is co located

Information may be communicated by:

In fun and creative ways

Other staff

Parents

Verbal means and written formats

Volunteers

Experiences addressed by programs may include:

Busy/quiet experiences

Challenging/confirming

Excursions/at usual location

Familiar experiences/special events

Indoor/outdoor

Surprising/predictable and planned

Unstructured/structured

Philosophy of the service may include:

Culturally specific services philosophies

Philosophies about children, their development and learning

Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:

Confidence with technology

Creativity

Cultural identity and knowledge

Emotional well being

Environmental understanding

Holistic care and development

Language development

Learning and education

Multicultural understanding

Personal attention and flexibility

Psychomotor development

Recreation

Social interaction and development

Spiritual and moral development

Resources required may include:

Curriculum/learning materials

Equipment

Equipment and materials

Food and drink

Skills of staff

Staffing

Support staff and resource staff

Transport

Venue

Organising resources may include:

Booking

Borrowing

Employing staff

Other staff

Parents

Purchasing

Volunteers

Timetable considerations may include:

Booking details

Costs

Expectations

Time

The context of the children's lives may include:

Community groupings, alliances and conflicts

Cultural context

Geographic context, e.g. Remoteness, high rise buildings, lack of open space

Historical context of community, e.g. Significant events, future plans

Social context, e.g. Social isolation, crowding and noise

Information about each child's development and social/cultural context may be gained by:

Consulting family/community representatives

Consulting parents

Conversation with child

Recorded observations

Work samples and other documentation

Written reports/records

Children's identities may include:

Cultural

Gender

Peer group

Racial

Social

Information about a child's progress may be gathered by:

Comments from other children

Directly involving the child in the process

Observation

Observations and comments from other staff, parents and family/community members

Questioning

Work samples and other documentation

Mobile services may need to design programs particularly targeted to children who are isolated:

Geographically

Socially