Unit of competency Outline
Date retreived
23/07/2026 7:37 AM AWST
23/07/2026 7:37 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.
Develop, implement and review sexual and reproductive health education programs
Develop, implement and review sexual and reproductive health education programs
Unit of competency
National Code
CHCCED511A
CHCCED511A
State Code
D2259
D2259
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
07/02/2014
Field of Education
090515 - Welfare Studies
Original Release Date
07/02/2014
Nominal Hours
50
Description
DescriptorThis unit describes the knowledge and skills required to develop, deliver and evaluate sexual and reproductive health education programs
Notes
Elements and Performance Criteria
1. Identify community issues relating to sexuality and sexual health and well being
- 1.1 Access and interpret community demographics, social trends and indicators
- 1.2 Analyse community access to health resources
- 1.3 Consider preventative strategies for community health and well being
- 1.4 Access policy directions and legal requirements to ensure currency
- 1.5 Review social support networks for groups presenting with issues
2. Provide a positive learning environment
- 2.1 Review own attitudes and values in relation to sexual and reproductive health and the impact they have on providing an effective education program
- 2.2 Model the application of social justice principles
- 2.3 Structure learning programs to demonstrate valuing of diversity and individual choice
3. Design educational program to meet identified needs
- 3.1 Assess the need for education in the areas of sexuality and sexual health to address specific target group needs
- 3.2 Plan the method of delivery to meet the specific needs that have been assessed, such as small group or one to one education
- 3.3 Design programs that are culturally inclusive from a broad range of perspective
- 3.4 Utilise learning strategies and resources to enhance feelings of mutual respect that reflect the responsibilities of staff
- 3.5 Develop strategies that facilitate clients to explore their own values and beliefs around sexuality
- 3.6 Respond to issues of disclosure and privacy according to organisation policies and procedures
4. Evaluate program delivery and effectiveness
- 4.1 Measure changes in target group awareness of methods to improve sexual health and compare to the base line need
- 4.2 Access input from other service providers in the broad area of sexuality and sexual health to determine trends in behaviour
- 4.3 Access feedback from participants in the course or from one to one session and analyse it for improvement opportunities
- 4.4 Consider possible impact of broader social and policy issues as part of course evaluation and revision
- 4.5 Review and improve upon course documentation
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.
Impact of own attitudes and values may be via:
Body language
Verbal
Choice of contact
Choice of activities
Structure of group dynamics
Attitudes and values include in relation to:
Sexual orientation
Sexuality and ageing
Sexuality and disability
Sexual harassment
Education program includes those related to:
HIV
Hepatitis
Sexually transmitted infections
Safe sex practices
Human reproduction
Pregnancy
Contraception
Sexual health
Evaluation includes:
Client survey instruments
Seeking verbal feedback and affirmation from clients
Follow up interviews with clients, their family and carers
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.
Impact of own attitudes and values may be via:
Body language
Verbal
Choice of contact
Choice of activities
Structure of group dynamics
Attitudes and values include in relation to:
Sexual orientation
Sexuality and ageing
Sexuality and disability
Sexual harassment
Education program includes those related to:
HIV
Hepatitis
Sexually transmitted infections
Safe sex practices
Human reproduction
Pregnancy
Contraception
Sexual health
Evaluation includes:
Client survey instruments
Seeking verbal feedback and affirmation from clients
Follow up interviews with clients, their family and carers
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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
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
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines
Method of assessment:
In cases where the learner does not have the opportunity to cover all aspects of 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
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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
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
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines
Method of assessment:
In cases where the learner does not have the opportunity to cover all aspects of 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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S2999 | CHCCED501A | Develop and implement education programs in the area of sexual and reproductive health | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC00 | CHCEDU004 | Develop, implement and review sexual and reproductive health education programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J037 | CHC50612 | Diploma of Community Services Work | Qualification |
| D284 | CHC40708 | Certificate IV in Community Services Work | Qualification |
| J597 | CHC50413 | Diploma of Youth Work | Qualification |
| J592 | CHC40413 | Certificate IV in Youth Work | Qualification |