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

Education systems policies and procedures

Structure of the education system

Curriculum and curriculum framework

Schoolcentres policies and procedures

Duty of care responsibilities

Safe working practises

Potential hazards and risks for students

State and Federal legislative and regulatory requirements

Industrial awards and duty statements

Types of equipment and technology used in schoolcentres

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

Demonstrate effective application of skills in

team work

negotiation

communication interpersonal skills of questioning informing listening and discussing

organisation planning administrative support skills

time management skills

active listening

safe work practices

using current technology including computers

word processing

Adhere to own work role and responsibilities

Follow schoolcentre policies and procedures

Communicate effectively with other adults in the working environment

Liaise with and report to relevant personnel

Apply knowledge of learning and development to role and responsibilities

Use equipment including computers and other current technology effectively

Prepare and maintain resources

Support schoolcentre activities within own work role

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 andor 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 schoolcentre policy protocols and procedures

computers and other technology

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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Education environment may include:

Duties and tasks may include:

School or centre procedures and policies may include:

Equipment may include:

Information/documentation may include:

School/centre's requirements that relate to computer procedures may include:

Sources of help may include:

School/centre related activities may include:

Safety and legal requirements may include: