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Evidence Guide: CHCSAC003 - Work collaboratively and respectfully with children in school age care

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

 

CHCSAC003 - Work collaboratively and respectfully with children in school age care

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with a range of children in the school age care context

  1. Listen to children to gain an understanding of them as individuals in the environment
  2. Use communication strategies that encourage relationship-building and are appropriate to the individual
  3. Act upon information that the child provides about their needs
  4. Use cross-cultural communication strategies to engage with children from diverse backgrounds
  5. Use varied communication techniques to ensure the inclusion of all children
Listen to children to gain an understanding of them as individuals in the environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies that encourage relationship-building and are appropriate to the individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Act upon information that the child provides about their needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use cross-cultural communication strategies to engage with children from diverse backgrounds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use varied communication techniques to ensure the inclusion of all children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect an understanding of middle childhood

  1. Consider the interests and needs of the child in all actions and decisions
  2. Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly
  3. Select activities and resources to promote access, equity, diversity and inclusion of all children in the service
  4. Establish guidelines relevant to middle childhood when required
Consider the interests and needs of the child in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to promote access, equity, diversity and inclusion of all children in the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines relevant to middle childhood when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within the framework of school age care

  1. Apply industry standards and best-practice approaches to working with children in school age care
  2. Ensure duty of care is applied to all job functions
  3. Follow organisational policies and procedures as required
  4. Establish professional relationships and boundaries with children in care and their families
  5. Identify and report children at-risk as required by policy
  6. Apply ethical decision-making in the educator role
Apply industry standards and best-practice approaches to working with children in school age care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure duty of care is applied to all job functions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisational policies and procedures as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish professional relationships and boundaries with children in care and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and report children at-risk as required by policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply ethical decision-making in the educator role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Communicate effectively with a range of children in the school age care context

1.1 Listen to children to gain an understanding of them as individuals in the environment

1.2 Use communication strategies that encourage relationship-building and are appropriate to the individual

1.3 Act upon information that the child provides about their needs

1.4 Use cross-cultural communication strategies to engage with children from diverse backgrounds

1.5 Use varied communication techniques to ensure the inclusion of all children

2. Reflect an understanding of middle childhood

2.1 Consider the interests and needs of the child in all actions and decisions

2.2 Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly

2.3 Select activities and resources to promote access, equity, diversity and inclusion of all children in the service

2.4 Establish guidelines relevant to middle childhood when required

3. Work within the framework of school age care

3.1 Apply industry standards and best-practice approaches to working with children in school age care

3.2 Ensure duty of care is applied to all job functions

3.3 Follow organisational policies and procedures as required

3.4 Establish professional relationships and boundaries with children in care and their families

3.5 Identify and report children at-risk as required by policy

3.6 Apply ethical decision-making in the educator role

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Communicate effectively with a range of children in the school age care context

1.1 Listen to children to gain an understanding of them as individuals in the environment

1.2 Use communication strategies that encourage relationship-building and are appropriate to the individual

1.3 Act upon information that the child provides about their needs

1.4 Use cross-cultural communication strategies to engage with children from diverse backgrounds

1.5 Use varied communication techniques to ensure the inclusion of all children

2. Reflect an understanding of middle childhood

2.1 Consider the interests and needs of the child in all actions and decisions

2.2 Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly

2.3 Select activities and resources to promote access, equity, diversity and inclusion of all children in the service

2.4 Establish guidelines relevant to middle childhood when required

3. Work within the framework of school age care

3.1 Apply industry standards and best-practice approaches to working with children in school age care

3.2 Ensure duty of care is applied to all job functions

3.3 Follow organisational policies and procedures as required

3.4 Establish professional relationships and boundaries with children in care and their families

3.5 Identify and report children at-risk as required by policy

3.6 Apply ethical decision-making in the educator role