Unit of competency Outline
Information current as of
22/10/2026 10:34 AM AWST
22/10/2026 10:34 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Provide foster care as part of a team
Provide foster care as part of a team
Unit of competency
National Code
CHCFOS401A
CHCFOS401A
State Code
D2536
D2536
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
13/08/2010
Original Release Date
25/03/2011
Nominal Hours
55
Field of Education
090505 - Youth Work
Description
DescriptorThis unit describes the skills and knowledge required to work and communicate collaboratively with personal networks, agency staff, birth families, education staff and other key people involved in the case plan for the child or young person in foster care
General notes
N/A
Elements and Performance Criteria
1. Network effectively with others
- 1.1 Identify and access appropriate sources of personal and emotional support to assist own focus to remain on the needs of a child or young person in foster care
- 1.2 Identify potential impact of foster caring on own existing networks
- 1.3 Contribute to positive outcomes for child or young person within a foster care planning team
- 1.4 Access appropriate support services to meet the needs of child or young person in care
2. Establish and maintain a positive relationship with birth families
- 2.1 Implement strategies to promote ongoing contact between a child or young person in foster care, their family and other significant relationships
- 2.2 Manage communication and conflict effectively and keep opportunities open for positive relationship between the child or young person in foster care and their family and/or community
- 2.3 Provide strategies to secure important possessions and information for the child whilst in care
3. Communicate appropriately with key stakeholders
- 3.1 Communicate information clearly to all stakeholders
- 3.2 Seek clarification from others to ensure understanding of information conveyed
- 3.3 Use assertion skills when appropriate
- 3.4 Identify and respond to conflict using effective communication strategies
- 3.5 Maintain privacy of child in a range of settings
- 3.6 Apply confidentiality requirements to foster care placements
- 3.7 Identify and respond to appropriate lines of accountability
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.
Appropriate sources of personal and emotional support may include:
Extended family
Friends
Social clubs
Other foster carers
Participation in interest groups
Other agency staff
Potential impact of foster caring may include:
Time constraints to participate and engage with existing networks
Inability for existing networks to understand foster care purpose, role and requirements
Intolerance for the change on foster carer circumstances
Change in relationship dynamics and immediate interests
Positive outcomes may include:
Safety and security of child
Stability of placement
Effective support strategies
Positive relationships established in the care environment
Access developmental experiences
Appropriate support services to meet the needs of the child or young person in care may include:
Community activities and groups
Age appropriate recreational opportunities
Education supports/tutoring
Counselling
Peer networks
Support groups
Strategies to promote ongoing contact between a child or young person in foster care may include:
Regular phone contact
Visits (supervised or unsupervised depending on requirements)
Letter writing, emailing, other corresponding
Celebration of special events in family
Cultural respect for communication needs
Strategies to secure important possessions may include:
Locked cupboards
Specified and agreed storage areas in the home or elsewhere
Ensuring other occupants of the foster care environment understand the importance of respect and privacy of individual items
Privacy of the child refers to:
Maintaining confidentiality except where information disclosed infers potential or real risk of harm to the child and or others
Privacy also relates to individual personal privacy of space e.g. bedrooms, bathroom, purposeful time away from other people
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.
Appropriate sources of personal and emotional support may include:
Extended family
Friends
Social clubs
Other foster carers
Participation in interest groups
Other agency staff
Potential impact of foster caring may include:
Time constraints to participate and engage with existing networks
Inability for existing networks to understand foster care purpose, role and requirements
Intolerance for the change on foster carer circumstances
Change in relationship dynamics and immediate interests
Positive outcomes may include:
Safety and security of child
Stability of placement
Effective support strategies
Positive relationships established in the care environment
Access developmental experiences
Appropriate support services to meet the needs of the child or young person in care may include:
Community activities and groups
Age appropriate recreational opportunities
Education supports/tutoring
Counselling
Peer networks
Support groups
Strategies to promote ongoing contact between a child or young person in foster care may include:
Regular phone contact
Visits (supervised or unsupervised depending on requirements)
Letter writing, emailing, other corresponding
Celebration of special events in family
Cultural respect for communication needs
Strategies to secure important possessions may include:
Locked cupboards
Specified and agreed storage areas in the home or elsewhere
Ensuring other occupants of the foster care environment understand the importance of respect and privacy of individual items
Privacy of the child refers to:
Maintaining confidentiality except where information disclosed infers potential or real risk of harm to the child and or others
Privacy also relates to individual personal privacy of space e.g. bedrooms, bathroom, purposeful time away from other people
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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 include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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 include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
No information