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

Relevant codes of ethics

Cultural and linguistic background of students and families

Developmental milestones of childrenyoung people cognitive physical language social emotional

Child management techniques

Positive behaviour guidance strategies

Contextual factors which influence the childs emotional and psychological development

Factors that enhance the development of selfesteem and self identity

Own cultural conceptions and preconceptions and basic understanding and awareness of the differences between cultures particularly the cultures of Aboriginal andor Torres Strait Islander people and others

Availability of resources and assistance within and external to the organisation in relation to cultural diversity issues

The role and use of language and cultural interpreters

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

communicationinterpersonal skills of questioning informing listening and discussing

organisation planning administrative support skills

time management skills

active listening

study skills

Identify the capabilities of individual children

Use and respond to nonverbal communication and cues of children

Employ culturally respectful practises

Sensitively and respectfully communicate with persons of diverse backgrounds and cultures

Work effectively as a member of a team

Employ basic conflict resolution and negotiation skills

Show respect and inclusiveness towards culturally diverse people in all work practices

Communicate effectively with culturally diverse persons

Apply knowledge of learning and development to implement role and responsibilities appropriately in an education environment

Adhere to own work role and responsibilities

Follow schoolcentre policies and procedures

Communicate effectively with other adults in the work environment

Liaise with and report to relevant personnel

Communicate verbally and nonverbally and to set and apply appropriate limits taking into account the childyoung persons age development culture and needs

Respond effectively to challenging behaviours

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

educational materials

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

Educational environment may include:

Relevant procedures, guidelines, protocols, policies will address:

Cultural differences may include:

Factors affecting Aboriginal and/or Torres Strait Islander education may include:

Student education requirements will vary according to such variables as:

Education programs may include:

Classroom strategies may include: