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

Theories of development

Current documentation requirements and expectations within the profession

Relevant aspects of psychology and behaviour management

Client assessment processes and relevant data collection tools

Data collection methods

Different approaches to program planning and development

Criteria for selecting a specific programming approach

Detailed knowledge of facilitating a variety of learning experiences eg art music sport

Facilitation techniques

Legal and safety requirements as they relate to activities and programs

Risk assessment processes

Uptodate information and a range of sources of information is assessed as resources for individual program plan development

Relevant quality improvement and accreditation system principles

Inclusion nondiscriminatory practices and associated legislation

Knowledge and development build on strengths of individual

Work health and safety WHS principles and practices

Essential skills

It is critical that the candidate demonstrate the ability to

Document an individual program plan

Gather and record detailed information about clients

Participate in the design of programs

Implement programs according to plan or instruction

Monitor and evaluate individual program plans

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

respect for different family expectations

observation

communication skills

consultative process

identification of local community resources

WHS principles and practices

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 may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional

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

This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace

Where for reasons of safety access to equipment and resources and space assessment takes place away from the workplace simulations should be used to represent workplace conditions as closely as possible

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

Methods to assess may include:

Holistic approach includes consideration of:

Individual programs include:

Ideas and suggestions for programming may be gathered from:

A variety of experiences for use in programs may include:

Client's life, development and social context may include:

All those involved with program design may include:

Information about an individual's development and social cultural context may be gained by:

Philosophy and goals of the service include:

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

Identities of individuals may include:

Concerns about the current program plans may include:

Mobile service may need to design programs particularly targeted to those who are isolated:

Resources required may include:

Specialist resources may include:

Additional resources may include:

Review of the individual program plan may include:

Criteria to assess programs may be in relation to: