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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Notes may include:
contemporaneous notes
primary evidence
other written records including:
documentation
receipts
bank records
records of enforcement actions
those made in relation to an incident, occurrence or conversation and must be in English
Organisational and legislative requirements may require:
only facts
facts and observations
no opinions
chronological sequence
Recording of notes may be:
in official notebooks
in diaries
in other written records
electronic
Format may include:
dates, times and locations
signatures at the beginning and end of handwritten notes
handwritten notes in ink not pencil
no blank lines
no corrective fluid in handwritten notes
electronic recording requirements
Identifying information may include:
name
identification details and numbers
date of issue
Statements may include:
original notes only
verbal comments to statement writer
Required details for statements may include:
times
dates
places
events
parties
statements taken from subjects
legislative requirements
Answers may include:
yes, no or can't recall
facts only
facts and observations
no opinions
opinions if a person is qualified to give those opinions
Presentation standards may include:
dress, such as wearing uniform
manner
preparedness
clarity of speech
concise answers
Reports may include:
statements
briefs of evidence
audit reports
statements of facts
incident reports that include:
date and time of incident
date and time of report
persons involved
occurrence
body of report
outcomes
Requirements for reports may include them being:
complete
concise
clear
correct
honest
Administrative requirements may include:
report number
cross-referencing to other reports
file number
number of copies and where each is lodged
environmental considerations relating to recycling and wastage minimisation

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms consistency of performance in recording and using official notes.
This will include evidence of:
recording and using official notes and compiling reports on at least three actual or simulated occasions or for three different situations/contexts
adhering to legal, ethical and organisational requirements relating to recording and using official notes
Context of and specific resources for assessment
Assessment must ensure access to a real or simulated workplace environment that closely resembles normal work practice and replicates the range of conditions likely to be encountered while recording and using official notes, including coping with difficulties, irregularities and breakdowns in routine.
Access is required to resources such as:
applicable legislation, policies and procedures
case studies and workplace scenarios to capture the range of requirements for situations likely to be encountered
appropriate technology
Method of assessment
Assessment methods suitable for valid and reliable assessment of this unit of competency may include, but are not limited to, a combination of 2 or more of:
case studies
demonstration
observation
written or oral questions
scenarios
simulation or role plays
authenticated evidence from the workplace and/or training courses
Guidance information for assessment
Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
people in rural and remote locations