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.


Relevant information may include:
Interviews with clients
Social history
Care plans/case notes
Research past lifestyles and interests
Holistic assessment of client


Programs include:
Activities designed to address needs of target groups or 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 at individual people 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


Program focus may include:
Leisure
Education/learning/training
Personal development and support (e.g. coping skills)
Therapeutic
Music and performing arts (e.g. theatres, band, video production team)
Language and art based
Spiritual and religious
Research, planning and management (e.g. excursions, travel)
Community action and development
Special interest causes (e.g. environmental issues)
Enterprise development activities
Employment, fund raising, small business


Program activities may include:
Discussion groups
Games
Outings
Reminiscence
Poetry and drama
Storytelling and reading
Art and craft
Cognitive stimulation
Sporting and recreational activities
Structured and unstructured social activities
Leisure activities
Play
Work-related tasks


Appropriate planning and implementation of programs is undertaken for the purpose of:
Providing immediate and ongoing support
Promoting participation and personal development
Enabling people to use their time constructively, have fun and maintain independence
Enabling people to learn and explore skills, knowledge and attitudes
Enhancing well being
Maintaining and improving cognitive functioning
Maintaining and improving physical abilities
Promoting social interaction and friendship development
Provide an avenue for emotional and psychological support
Enable participants to meet their spiritual and religious needs

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 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
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