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.


Family members may include:
Brothers and sisters
Extended family members
Fathers
Foster children
Grandparents
Kin
Mothers


Organisation's guidelines about exchanging information with family members may include:
Recording of any family members to whom information is not to be provided
Who is permitted to pass on information


Frequently may be:
According to the pattern of the child's participation in the service
Daily
Weekly


Depending on:
Frequency of attendance
Issues of the day
Length of time the child and family have been using the service
The child's age


Make yourself availableto parents will differ according to the structure of the service. Workers may be available via:
Care review meetings or conversations
Communicating in a style that is appropriate to the parent's expectations
Conversations when parent/s arrive to collect the child
Conversations while parent participates with or alongside worker in an activity
Telephone
Welcoming children with their parent/s


Communicate informationmay be via:
An interpreter
Notes on whiteboard, bulletin board
Verbal conversations
Worker who has second language/language of parent
Written notes


Respond to a family member's concernmay include:
Communication guidelines to respond to regularly received /serious questions or comments
Directing person to appropriate person in the service


Further support may be available through:
Literature
Local networks
Referral to professionals/other services
Telephone support services


Familiarise may relate to:
Equipment
Other children
Physical environment
Timing of program events

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
Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:
a childcare workplace
children's services, resources and equipment
the local environment


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