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.


Relevant information may include:
Leisure education is part of a comprehensive leisure and health program
Leisure education is not suited to all clients
Leisure education has a specific philosophy, purpose and outcomes


Leisure education program may have the following focus:
Self awareness in leisure
Leisure attitudes and appreciation
Problem solving and decision-making skills
Knowledge of education recourse
Social interaction skills
Leisure activity skills


Leisure education programs are planned and implemented for the purpose of:
Personal understanding of leisure
Range of opportunities to participate
Skill development
Personal development
Self expression
Long term behaviour
Attitudinal change

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 may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible


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
Competency should be assessed in the context of:
working with individuals and groups
target groups relevant to the worker and the activity or program
consulting with relevant stakeholders
for at least two of the types of activities and programs identified in the range statement
for at least two of the purposes identified in the range statement
individually or as part of a team


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