Assessor Resource

CHCRF301D
Work effectively with families to care for the child

Assessment tool

Version 1.0
Issue Date: March 2024


This unit may apply to community services work in a range of contexts

This unit may apply to community services work in a range of contexts

This unit describes the knowledge and skills required to establish a positive relationship with the family of a child going into care and negotiate in relation to care practices to facilitate the childs transition into care

This unit describes the knowledge and skills required to establish a positive relationship with the family of a child going into care and negotiate in relation to care practices to facilitate the childs transition into care

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains Employability Skills

This unit contains Employability Skills




Evidence Required

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.

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

Resources required for assessment of this unit include 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


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Diversity of family types and cultures

Interpreter services, and communication through interpreters

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop a relationship with family which enables the needs of the child to be communicated or met

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Apply basic communications skills such as active listening and questioning

Demonstrate a genuine interest in the children, and their families

Apply interpersonal skills

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.

Family members may include:

Mothers

Fathers

Grandparents

Kin

Extended family members

Brothers and sisters

Foster children

Organisation's guidelines about exchanging information with family members may include:

Who is permitted to pass on information

Recording of any family members to whom information is not to be provided

Frequently may be:

Daily

Weekly

According to the pattern of the child's participation in the service

Depending on:

The child's age

Length of time the child and family have been using the service

Issues of the day

Frequency of attendance

Make yourself availableto parents will differ according to the structure of the service. Workers may be available via:

Welcoming children with their parent/s

Conversations when parent/s arrive to collect the child

Communicating in a style that is appropriate to the parent's expectations

Telephone

Care review meetings or conversations

Conversations while parent participates with or alongside worker in an activity

Communicate informationmay be via:

Verbal conversations

Written notes

Notes on whiteboard, bulletin board

An interpreter

Worker who has second language/language of parent

Respond to a family member's concernmay include:

Directing person to appropriate person in the service

Communication guidelines to respond to regularly received /serious questions or comments

Further support may be available through:

Referral to professionals/other services

Telephone support services

Literature

Local networks

Familiarise may relate to:

Physical environment

Equipment

Other children

Timing of program events

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Complete introductions and outline worker's own role clearly 
Show the facilities to family members 
Ensure verbal and non-verbal communication styles are used appropriately 
Create welcoming atmosphere for family members and provide opportunities for them to participate in the children's experiences 
Ensure information sharing about child's participation in program occurs frequently in accordance with the organisation's guidelines 
Make yourself available for parents to provide information 
Communicate information in a culturally appropriate way 
Respond to messages promptly 
Listen to questions and concerns and respond according to organisation's procedures 
Direct family member to appropriate person or place when further support or action is required 
Ensure communication is appropriate to age, cultural and linguistic background of individual/ group 
Reach agreement on specific requests by negotiation and modification of care practices 
Explain importance of program aspects to parents in relation to their child's needs/development 
Clearly explain and discuss limitations 
Negotiate alternatives/compromises as necessary 
Clearly communicate final decision to all involved 
Encourage parents to familiarise themselves and their children with the service and workers 
Encourage parents to develop clear and reasonably consistent process of farewell and pick up 
Provide clear information and reassurance to assist parents to develop confidence in the service 
Acknowledge parents' feelings about child care and support in all conversations 

Forms

Assessment Cover Sheet

CHCRF301D - Work effectively with families to care for the child
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCRF301D - Work effectively with families to care for the child

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: