Elements and Performance Criteria

Range Statements
The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

RANGE STATEMENT
CATEGORIES
Barriers to participation
[all categories]
cultural values
family structures
extended family responsibilities
family ideals
religious beliefs
place of recreation within
culturally and linguistically diverse communities
Australian community
impact of disability on participation
communication strategies
level of literacy and numeracy
transport
income
confidence
support services available
Communication styles
should be appropriate to the person's
age
preferred method of communication
physical or cultural factors
sensory or intellectual impairment, eg, vision or hearing loss
People with a disability
needs and requirements will vary according to
type of disability
physical
sensory
intellectual
psychiatric
factors such as
cultural and linguistic diversity
rural/remote environment
income
gender
sexuality
age
family systems
religion

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
identify preferred communication styles of people with a disability
identify barriers which affect the access and participation of people with a disability
determine and implement strategies to overcome barriers which affect the access and participation of people with a disability
assist people with a disability to establish relationships with key peopl
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRCCRO010B Conduct a recreation program for people with a disability
Required knowledge and skills
Required knowledge
Anti-discrimination and Equal Opportunity legislation
Relevant modified equipment and activities
Community organisations, services and activities that provide recreation opportunities
Social, political, cultural, historical issues that affect or are relevant to people with a disability
Barriers which affect the access and participation of people with a disability
Strategies to overcome barriers which affect the access and participation of people with a disability
Community inclusion principles
Required skills
Written and verbal communication skills in order to effectively communicate with people with a disability
Application of the Disability Discrimination Act
Ability to analyse and interpret information appropriate to determine strategies to overcome historical, cultural or physical factors which affect the access and participation of people with a disability
Interpersonal skills in order to build rapport with people with a disability

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
genuine clients with a disability, ie, not the peers of the learner, in a community recreation setting
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations
Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment
Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
2
2
2
2
-
2
1
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:
Use routine approaches
Select from routine approaches
Establish new approaches
Collecting, analysing and organising information -
Communicating ideas and information -
Planning and organising activities -
Working with teams and others -
Using mathematical ideas and techniques -
Solving problems -
Using technology -
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.