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 must be assessed on the job under the normal workplace conditions for a range of age groups, 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 involve access to a range of opportunities defined in the Range of Variables, 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

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:

Policies and procedures of the service

Philosophy of the service in sufficient detail to understand and promote practices and policies of the service

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Lead workers by discussing the needs of particular children, developing strategies for addressing those needs and providing support as appropriate

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:

Use communication skills such as:

listening

conveying information clearly

discussing an issue from a variety of viewpoints

negotiating an agreement

Demonstrate application of skills in:

assertiveness

analysing information

time management

prioritising tasks

cross cultural communication

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.

Information about a child may be gathered by:

Contacting other services

Collating records and reports with parent's written permission

Consulting parents

Concerns of the workermay include:

Extra time involved

Impact on other children in the service

Whether the worker is capable of dealing with situations that may arise

Provide informationto promote appropriate care practices may be provided by:

Conversation

Newsletters

Audiovisual e.g. Video

Notice boards

Books

Resource books/folders

Demonstration and example

Training

Issues that may require follow up are:

Bi lingual support

Use of home language