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Evidence Guide: CHCFLE302A - Educate clients in fundamental financial literacy skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCFLE302A - Educate clients in fundamental financial literacy skills

What evidence can you provide to prove your understanding of each of the following citeria?

Assist client groups to understand the role of budgeting in personal financial management

  1. Explain the role of budgeting in the lives of different groups
  2. Identify the importance of effective budgeting to meet regular and irregular expenses and relate this to different stages of life
  3. Explain the importance of setting financial goals and analyse in relation to client's goals and priorities
  4. Identify obstacles that might prevent financial goals being achieved
  5. Explain the types of behaviours and skills required for successful budgeting
Explain the role of budgeting in the lives of different groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the importance of effective budgeting to meet regular and irregular expenses and relate this to different stages of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the importance of setting financial goals and analyse in relation to client's goals and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles that might prevent financial goals being achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the types of behaviours and skills required for successful budgeting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to identify key principles of budgeting and money management

  1. Explain different styles of budgets and plans
  2. Identify types of regular and irregular expenses
  3. Identify appropriate payment options to suit the budgeting style
Explain different styles of budgets and plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify types of regular and irregular expenses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate payment options to suit the budgeting style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to develop a personal budget

  1. Assist client to identify and list all income and expenditure for a relevant period of time
  2. Identify regular and irregular items of expenditure and project these expenses over a future period
  3. Identify surplus or deficit and discuss with the client
  4. Encourage client to allocate surplus funds towards meeting identified financial goals
  5. Assist client to understand basic paperwork relevant to their money management needs
Assist client to identify and list all income and expenditure for a relevant period of time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify regular and irregular items of expenditure and project these expenses over a future period

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify surplus or deficit and discuss with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage client to allocate surplus funds towards meeting identified financial goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to understand basic paperwork relevant to their money management needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide resources to assist client to self manage their finances on an ongoing basis

  1. Provide the client with budgeting tools to assist in developing own personal budget to suit their particular needs
  2. Discuss strategies and tips to successfully manage a personal budget
  3. Provide relevant community information and resources to assist client in meeting their financial needs.
  4. Assist clients to identify when a budget requires review
Provide the client with budgeting tools to assist in developing own personal budget to suit their particular needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss strategies and tips to successfully manage a personal budget

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant community information and resources to assist client in meeting their financial needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to identify when a budget requires review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 is best assessed in the workplace or in a simulated workplace under the normal of range conditions

Assessment should be gathered on one or more occasions but must reflect the normal range of client situations encountered in the workplace

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 is encouraged with other community services units of competency, such as:

CHCFLE301A Work with clients needing financial literacy education

CHCFLE303A Educate clients to understand debt and consumer credit

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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

Required Skills and Knowledge

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:

Purpose of budgeting

Life Events

Short term v long term planning

Regular and irregular income and expenses/fixed and variable expenses

Prioritising

Payment Options including B-Pay, EFTPOS, ATM, Centrepay, DD, Budget Cards, lay-by

Savings Circles

Emergency Relief

Community resources such as NILS, concessions

Microfinance options

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work with groups

Identify resources and referrals

Provide information clearly in line with target group needs

Demonstrate and explain money planning and management

Explain short term versus long term planning

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:

communication

research skills

time management

budgeting

report writing

evaluation

presentation

Range Statement

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.

Client groups may include but are not limited to:

Church and community groups

Schools

Vulnerable and at risk client groups

Causes of financial exclusionmay relate to, for example:

Low levels of literacy and numeracy

Mental health issues

Cultural and language background

Alcohol and other drugs issues

Domestic violence issues

Age

High cost of credit, fees and charges

Delivery of financial literacy education may include:

Individuals

Families

Groups

Identified target communities and groups

Obstacles may include, for example:

Family dynamics

Support network

Instability in housing or homelessness

Numeracy and literacy issues

Paperwork may include:

Utility accounts

Bank statements

Insurance documentation