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Elements and Performance Criteria
Performance Evidence
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
• legal and ethical considerations, and how these are applied in organisations and individual practice- codes of practice- discrimination- duty of care - privacy, confidentiality and disclosure- records management - work role boundaries – responsibilities and limitations - work health and safety• principles of person-centred practice• change processes, including:- how people work through change- behaviour associated with change• needs and characteristics of individual learners and how they may be impacted by- cultural background and needs- employment status- language, literacy and numeracy requirements- length of time resident in Australia- level of formal schooling in Australia or overseas- level of maturity- past learning experiences- preferred learning styles- specific physical or psychological needs• types of inclusions in an individualised learning plan- contingency plans- goals to be achieved - logistics of the learning relationshipo period of relationshipo frequency of meetings and length of sessionso location of meetings or contact- structure of the learning relationship:o activities to be undertakeno monitoring processeso tools and equipment neededo shadowing- WHS considerations• techniques to facilitate individual learning• different learning styles and their features, including- activist- auditory- global and analytical- kinaesthetic- pragmatic- reflective- tactile- theoretical• effects of verbal and non-verbal communication, such as- how to interpret behaviour- how to model behaviour and values• learner cues- evidence of frustration, distraction, stress- evidence of problems or issues which may be personal or related to the individualised learning- level of communication and interaction- level of dependence or independence- level of ease or difficulty in undertaking learning activities- level of engagement or disengagement- regular or irregular attendance- stagnation in learning• how to create or adapt new learning activities as well as other learning options and referrals• types of structured learning activities and how they are used, including- demonstrations and role plays- direction, guidance and mutual discussion- learning journal- practice opportunities- projects- readings and research- role modelling- video and audio analysis- written exercises• learning cycle, including concrete experience observation and reflection concept formation testing new learning• adult learning principles• learner cues that may reflect difficulties with individual learning relationships• sources and nature of external support services• signs of readiness for closure of learning relationship, including level of independence in learning measure of improvement  readiness to maintain learning through other means or modes self-assessment by the learner severe or fixed blockages in the relationship• tools to evaluate learning outcomes and broader impacts of learning