Unit of competency Outline

Date retreived
22/07/2026 7:29 AM AWST

Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.

Recognise stages of lifespan development

Recognise stages of lifespan development

Unit of competency
National Code
CHCLD315A
State Code
D2586
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
05/02/2014
Field of Education
090301 - Sociology
Original Release Date
05/02/2014
Nominal Hours
30
Description
DescriptorThis unit describes the fundamental knowledge of life stages and human development required to recognise individuals functioning effectively at various life stages and to identify variations from the norm for appropriate referral in the context of community services work
Notes
Elements and Performance Criteria
1. Apply knowledge of human development
  • 1.1 Use accepted terminology to describe commonly accepted life stages relevant to community services work
  • 1.2 Work with fundamental knowledge of physical and psychological stages of human development relevant to delivery of community services
  • 1.3 Apply a fundamental understanding of key indicators of human development
2. Apply fundamental knowledge of factors that influence human development
  • 2.1 Apply a fundamental understanding of factors that enhance human development
  • 2.2 Demonstrate a fundamental understanding of factors that may inhibit human development
3. Identify and report observable broad variations
  • 3.1 Identify key behaviours that may indicate variations in human development at each life stage
  • 3.2 Identify observable variations at each life stage
  • 3.3 Describe and document variations using appropriate terminology
  • 3.4 Report identified variations in life stage development in line with industry requirements
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.


Stages of human development include:
Infancy
Early childhood
Childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
Very elderly


Stages of development may relate to:
Stages of physical development
Stages of psychosocial development
Stages of cognitive development


Key indicators of human development may relate to:
Self care
Independence
Responsibility for emotional, physical and spiritual well being
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 fundamental essential knowledge as well as skills
This unit is most appropriately assessed in conjunction with units involving application of knowledge in a work context
Essential knowledge covered in this unit is to be assessed before application in a work context, especially where client safety issues are involved
Consistency in performance should consider the range of clients and situations encountered in the workplace


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 may be assessed through a range of assessment activities that include workplace tasks and questioning contextualised to address specific work applications
Assessment should reflect the diversity of settings within which work takes place and a representative range of client groups
Resources required may include access to relevant workplace or simulated setting


Method of assessment:
Assessment of this unit of competence may include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Some aspects may be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Evidence of application of knowledge addressed in this unit may be authenticated by colleagues, supervisors, clients or other appropriate persons
No information