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Evidence Guide: CHCSD512C - Act as a resource to workers

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

 

CHCSD512C - Act as a resource to workers

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

Communicate about the child

  1. Gather information appropriately about the child's needs, interests and abilities
  2. Limit information conveyed to what is required for the worker to provide relevant care
  3. Answer questions or refer to relevant person
  4. Discuss issues about the child's care and reach appropriate decision
  5. Convey information clearly
  6. Clearly communicate major issues/requirements related to the child's care
  7. Maintain confidentiality appropriately and according to procedures agreed to with parent/s
  8. Ensure communications occur at a time and place that the child does not overhear
Gather information appropriately about the child's needs, interests and abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Limit information conveyed to what is required for the worker to provide relevant care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Answer questions or refer to relevant person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss issues about the child's care and reach appropriate decision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey information clearly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly communicate major issues/requirements related to the child's care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality appropriately and according to procedures agreed to with parent/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure communications occur at a time and place that the child does not overhear

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate about the child's family circumstances

  1. Provide relevant information about the family's circumstances to enable appropriate care to be provided
  2. Provide relevant information on cultural and child rearing practices to enable appropriate care to be provided
  3. Discuss any concerns of the worker with them and decide a course of action
  4. Discuss issues of confidentiality about family information are and decide procedures
Provide relevant information about the family's circumstances to enable appropriate care to be provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant information on cultural and child rearing practices to enable appropriate care to be provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss any concerns of the worker with them and decide a course of action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss issues of confidentiality about family information are and decide procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote appropriate care practices

  1. Ensure suggestions provided are achievable
  2. Provide information about care practices so as to extend the worker's ideas
  3. Demonstrate relevant care practices
  4. Explain care practices and discuss with workers
  5. Contrast appropriate and inappropriate care practices
  6. Suggest relevant equipment and resources
Ensure suggestions provided are achievable

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information about care practices so as to extend the worker's ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate relevant care practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain care practices and discuss with workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contrast appropriate and inappropriate care practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggest relevant equipment and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote understanding of the child and family circumstances

  1. Explain reasons for a child's behaviour
  2. Explain child's viewpoint in order to develop the worker's empathy
  3. Outline and discuss theoretical perspective's that are relevant to the situation
Explain reasons for a child's behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain child's viewpoint in order to develop the worker's empathy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline and discuss theoretical perspective's that are relevant to the situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up issues

  1. Gather additional information and convey to the worker when necessary
  2. Convey worker's concerns, issues and viewpoints to the relevant person/body
  3. Communicate issues that require development of policy or training to relevant person/s
  4. Follow up issues that require referral to other services with all those involved
Gather additional information and convey to the worker when necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey worker's concerns, issues and viewpoints to the relevant person/body

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate issues that require development of policy or training to relevant person/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up issues that require referral to other services with all those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to workers

  1. Develop confidence of workers
  2. Listen to workers' concerns and reactions about caring for children and working with families
  3. Acknowledge workers' skills when demonstrated and give positive feedback
  4. Respond to workers feelings with empathic communication
  5. Select an appropriate time and place according to the issue
Develop confidence of workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to workers' concerns and reactions about caring for children and working with families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge workers' skills when demonstrated and give positive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to workers feelings with empathic communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select an appropriate time and place according to the issue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with workers in ways that are relevant to them

  1. Use style of communication acceptable to the person
  2. Target suggestions and information to worker's priorities and concerns
  3. Explain and interpret information received from other sources to develop understanding of it
Use style of communication acceptable to the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Target suggestions and information to worker's priorities and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and interpret information received from other sources to develop understanding of it

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 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

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:

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

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.

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