Elements and Performance Criteria

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.


Methods to assess may include:
Interview with client, care workers, parents/family
Review of care/plan documentation
Observation in activity sessions
Use of standard proformas


Holistic approach includes consideration of:
Physical health
Emotional health
Mental health
Social health
Spiritual health
Cognitive health


Individual programs include:
Activities designed to address needs of individuals
Activities designed to meet needs identified in research
Activities to extend the participation numbers in existing programs
Passive and/or active activities
Physical, mental, emotional, social and/or spiritual activities
Strategies to address barriers to participation
Those directed t individual peope and their needs
Those directed at the general community
Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers
Those designed to respond to social, economic and demographic changes


Ideas and suggestions for programming may be gathered from:
Client assessment
Colleagues
Networks resource workers
Workers in other services
Newsletters, magazines, articles
Publications
Professional body


A variety of experiences for use in programs may include:
Excursion/at usual location
Familiar experiences/special events
Unstructured/structured
Indoor/outdoor
Busy/quiet experiences
Surprising/predictable and planned
Challenging/confirming


Client's life, development and social context may include:
Geographic context, e.g. remoteness, buildings, lack of space, isolation
Community groupings, alliances and conflicts
Historical context of community, e.g. significant events, future plans
Social context, e.g. social isolation, crowding and noise
Cultural context


All those involved with program design may include:
Individual
Staff/care providers
Parents/family member
Management


Information about an individual's development and social cultural context may be gained by:
Recorded observations
Conservation
Consulting family/community representatives
Written report/records


Philosophy and goals of the service include:
Culturally specific services philosophies
Philosophies about people, their development and learning
Philosophies and values about society and communities


Goals of the service may be oriented to an emphasis on:
Leisure
Creativity
Recreation
Holistic care and development
Personal attention and flexibility
Learning and education
Social interaction and development
Language development
Psychomotor development
Cultural identity and knowledge
Environmental understanding
Confidence with technology
Multicultural understanding
Education/learning/training
Personal development and support (e.g. coping skills)
Therapeutic
Maintaining and improving cognitive functioning
Maintaining and improving physical abilities
Promoting social interaction and friendship development
Providing an avenue for motional and psychological support
Enabling participants to meet their spiritual and religious needs


Identities of individuals may include:
Racial
Gender
Cultural
Social
Peer group


Concerns about the current program plans may include:
Gaps
Resourcing issues
Repetition
Aspects where an individual's participation is low


Mobile service may need to design programs particularly targeted to those who are isolated:
Geographically
Socially


Resources required may include:
Transport
Equipment
Venue
Equipment and materials
Games
Leisure activities
Curriculum/learning materials
Staffing
Food and drink
Support staff and resource staff
Skills of staff


Specialist resources may include:
Professionals with expertise about particular needs
Written information
Special equipment
Information and education videos
Resource Networks
Family member
Bilingual workers
Interpreter services
Resource units
Extra staffing


Additional resources may include:
Worker training
Resource centres


Review of the individual program plan may include:
Review of individual with additional needs
Review of strategies for meeting needs of individuals within context of whole group


Criteria to assess programs may be in relation to:
Short term and long term goals of program
Progress of individual
Progress of the group
Philosophy and goals of the service
Cost effectiveness
Appropriate practice
Daily programs, weekly programs

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
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional


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
This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible


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