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.


Opportunities to listen to language may include:
Rhymes, poems, stories
Language games
Music
Dramatic play
Film, video, television
Everyday conversations
Discussions
Transactions
greetings
shopping
directions
instructions


Resources to support language skills may include:
Materials that stimulate verbal response
Materials that extend understanding of vocabulary
Pictures, poster, displays
Books: fiction, non-fiction, picture
Magazines, newspapers, comic books
Bilingual charts, books
Interesting objects
Spoken word tapes
Songs


Communication strategies may include:
Verbal and written communication
phrases and jargon that the student uses
naming used by family or friends/peers
language specific to an area of the student's interest e.g. football/fashion
language suitable for he student's age and level of comprehension
language appropriate to each particular situation
language that takes into account additional learning needs
group or individual discussions
listening to informal conversation/chatting
volume to suite situation and audience size
intonation
articulation
pronunciation
tone of voice
awareness of word order patterns in Standard Australian English
Non-verbal communication
working at the same level as the student e.g. sitting at the student's desk or on the floor
proximity to the student
eye contact/no eye contact
body language
facial expression


Opportunities to interact with others include:
Reading stories/books/poetry/rhymes aloud
Reading stories/books that contain references to familiar objects or topics of interest to the student
Labelling objects and speaking in simple sentences
Responding with clear and simple answers
Involving student in songs, rhymes, poetry, plays and jokes
Involving the student in one-on-one conversations
Encouraging students to talk about what they are doing, what they like, how they feel
Encouraging students to ask questions to gather information
Encouraging participation in group discussions
Providing opportunities fort he student to speak in public and privately, with other students and adults


Understanding of language refers to:
Age and stage of development of the student
The situation (formal, informal)


Functions of language may include:
Informative - communicating information
Expressive - communicating or generating feelings and emotions
Directive - giving instructions or asking questions that will elicit an action/response

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
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations


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 can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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