Elements and Performance Criteria

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.


Indicators of LLN needs may include:
Cultural factors, such as:
ethnicity
language background
Disabilities, such as acquired brain injury
Employment history
Health issues, including chronic conditions
Personal factors, such as:
Aboriginal or Torres Strait Islander background
displacement issues for refugees
isolation, including geographic remoteness and personal isolation
low-level or interrupted formal education
trauma-related issues
Behavioural, such as:
strategies used to avoid revealing an LLN issue
becoming agitated or angry


LLN needs:
Relate to:
a range of learning, reading, writing, oral communication and numeracy skills
impact of LLN issue on client
Will depend on a complex mix of factors, including:
client's presenting needs
service provision context


Client may include:
Presenting person seeking to access a service and their:
parent, sibling or spouse
legal guardian
carer, such as disability carer
case worker


Other issues may include:
Those related to service, such as:
high LLN demand inherent in service
Those related to client, such as:
alcohol and other drugs
cultural factors
disability, including reading or learning disability
health, including:
chronic conditions
mental health
homelessness
unemployment


Workable strategies may include those that:
Are consistent with:
client's cultural and sociocultural protocols
client's needs and preferences
own skills and available support
Build on strengths of client
Maintain the integrity of the relationship with client
Provide opportunities to discuss and review


Tools may include:
Augmentative and alternative communication, including:
aided and unaided strategies, including access techniques
assistive technology, such as closed captioning, subtitling and teleprompting software
visual aids, such as photographs, maps, diagrams and symbols
Dictionaries
Support person
Interpreter, including:
language other than English
Auslan and Makaton


Information may include:
Alternative ways of accessing required information
Relevant and current LLN information available in own organisation
Referral to support services, such as:
assistive technology
in-house support services
interpreter or translator
specialist assistance
community learning centres and other not-for-profit organisations
tutor support programs, such as the home tutor scheme
Service-specific information and strategies, such as templates, for use with such things as complex forms
Mentoring support

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
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time


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:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment must ensure access to opportunities to work with clients with a range of LLN needs


Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people


Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended