Compeltion of Element 1 is optionsl. If participants do not have access to an automatic teller machine or EFTPOS facilities it is not essential for them to complete this element
The unit recognises that local socio-cultural knowledge is essential to the achievement of competency.

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
Documentation to be collected includes
Budget for a food shopping expedition
Short answer questions oral or written should accompany the practical demonstration of skills
Submission of a drawing /label of three processed foods available to the community that are of good value and three that are of poor nutritional value or mark all healthy food in the store with specific coloured spots
A display chart showing three processed foods available to the community that are of good value and three that are of poor nutritional value - for display in the local community store
Produce a variety of healthy recipes which incorporate popular store bought foods, a copy of the recipes is to be kept in the students's resource folder
A comparison of food 'specials' on advertisement with the price of similar products that are not on special
A shopping list for a week

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
Group work:
brainstorm possible barriers to effective budgeting discussing solutions to the identified barriers
distribute developed healthy recipe collection throughout the community
Demonstration of skill in showing other community members how to use cards in automatic teller machines or on EFTPOS machines - identifying different functions
Demonstrate the use of a bank book to withdraw money
A visit to a local store and a larger supermarket to identify cheaper brands of most commonly used food products
Implementation of a strategy to improve the nutritional value of food bought in the local community

Interdependant Assessment of Units
Element numbers 1, 3 and 4 shouold be assessed using and integrated approach in a practical demonstration of skill.




Required knowledge and skills
local community socio-cultural environment
local community physical environment
local communication protocols and practices
food values
food storage
identification of low budget nutritous foods
nutritional and monetary value of processed foods
use of automatic teller machine
use of EFTPOS
knowledge and use of a range of bank accounts
use of bank books and bank services

Resource Implications
Access to:
ATM
EFTPOS
a bank
a store and/or supermarket
brochhures advertising food specials
cardboard, pens, pencils, glue, food labels

Suggested resource for students
Community Health Learning Guide

Consistency of performance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplementary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.