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
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes. |
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Completed |
Evidence:
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Prepare for and promote the training program
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Identify characteristics of the participants and recognise their specific learning needs Completed |
Evidence:
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Plan a timetable for program delivery and confirm after consultation with all stakeholders Completed |
Evidence:
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Identify, arrange and/or order resources in consultation with stakeholders and/or the community Completed |
Evidence:
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Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways Completed |
Evidence:
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Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources Completed |
Evidence:
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Deliver training in a context appropriate to the community
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Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices Completed |
Evidence:
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Select appropriate strategies and techniques to check for understanding and facilitate the learning process Completed |
Evidence:
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Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs Completed |
Evidence:
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Encourage self-determination and community control to ensure improved healthy lifestyle outcomes Completed |
Evidence:
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Ensure confidentiality for all participants Completed |
Evidence:
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Discuss behaviour in relation to diet and exercise
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Address factors that influence weight gain and the concept of energy balance Completed |
Evidence:
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Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets Completed |
Evidence:
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Discuss the process and stages of, and factors influencing, behaviour change Completed |
Evidence:
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Identify barriers to behaviour change and explore realistic solutions Completed |
Evidence:
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Explain the benefits of physical activity and discuss common myths about physical activity Completed |
Evidence:
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Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals Completed |
Evidence:
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Discuss self-esteem and how it relates to health
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Discuss self-esteem and the factors that influence it Completed |
Evidence:
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Describe the effects of low self-esteem Completed |
Evidence:
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Explore realistic ways of improving self-esteem Completed |
Evidence:
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Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits Completed |
Evidence:
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Discuss ways of seeking ongoing support to help achieve goals Completed |
Evidence:
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Plan activities to provide ongoing support and help to achieve goals Completed |
Evidence:
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Develop participants’ skills in interpreting food labels and shopping to a budget
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Explain how to identify healthy amounts of fat, salt and sugar from food labels Completed |
Evidence:
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Discuss how to identify dietary terms and other terms for fat and sugar Completed |
Evidence:
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Discuss benefits of budgeting and ways of shopping to get value for money Completed |
Evidence:
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Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice Completed |
Evidence:
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Discuss ways of buying food so that the money goes further and compare prices per kilo Completed |
Evidence:
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Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods Completed |
Evidence:
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Plan healthy meals for one day Completed |
Evidence:
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Provide low-fat cooking exercises
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Discuss ways to cut down on fat and demonstrate low-fat cooking methods Completed |
Evidence:
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Explain the healthy eating pyramid and the principles of healthy eating Completed |
Evidence:
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Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan Completed |
Evidence:
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Prepare and cook food using low-fat methods Completed |
Evidence:
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Raise awareness of diabetes
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Explain risk factors for type 2 diabetes Completed |
Evidence:
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Address factors involved in type 2 diabetes prevention Completed |
Evidence:
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Describe the signs and symptoms of type 2 diabetes Completed |
Evidence:
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Discuss factors that affect diabetes management and strategies for managing diabetes Completed |
Evidence:
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Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus Completed |
Evidence:
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Describe long- and short-term complications associated with diabetes Completed |
Evidence:
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Review and evaluate the training program
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Obtain feedback about the program, resources used and outcomes achieved from participants and the community Completed |
Evidence:
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Encourage participants to self-evaluate and set future personal goals Completed |
Evidence:
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Negotiate changes needed in the program with all stakeholders Completed |
Evidence:
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Document the program evaluation according to organisational requirements Completed |
Evidence:
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Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities Completed |
Evidence:
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Implement changes to the program delivery plan in consultation with the community and stakeholders as required Completed |
Evidence:
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Develop participants’ skills in interpreting food labels and shopping to a budget
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Explain how to identify healthy amounts of fat, salt and sugar from food labels Completed |
Evidence:
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Discuss how to identify dietary terms and other terms for fat and sugar Completed |
Evidence:
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Discuss benefits of budgeting and ways of shopping to get value for money Completed |
Evidence:
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Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice Completed |
Evidence:
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Discuss ways of buying food so that the money goes further and compare prices per kilo Completed |
Evidence:
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Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods Completed |
Evidence:
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Plan healthy meals for one day Completed |
Evidence:
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