Elements and Performance Criteria

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.


Thinking skills may include:
Reasoning
Developing understanding and explanations
Critical thinking
Use of mathematical concepts
Problem solving
Inventing, discovering and planning


Opportunities for children to develop cognitively will vary according to the child's age/abilities and must include:
For 6 to 12 year old children:
Children are assisted to identify the reasons for their opinion/action/feelings
Child is asked to predict likely/possible consequences of actions and events
Child is prompted to consider a variety of perceptions of an event
Hypothesising and experimentation
Opportunities to explore particular interests that emerge
Opportunities to develop and maintain interest areas
Challenging, open ended experiences
Opportunities to develop problem solving skills will vary according to the age of the child


Understandings may include:
Mathematical understanding
Scientific principles
Social understandings
Geographical awareness
Historical understanding
Mechanical understanding
Potential of computers


Opportunities to develop problem solving skills vary according to age of the child:
For 6 to 12 year olds:
Opportunities to develop problem solving skills in social relationships with their peers
Learning through 'failure'/'mistakes'
Conflict resolution strategies are developed


Opportunities to explore their environment will vary according to age of the child:
For 6 to12 year olds:
Local neighbourhood excursions


Opportunities to explore their local environment directly will differ according to a range of factors such as:
Distance, proximity of new experience
Risks and hazards
Time available


Opportunities to extend children's knowledge of the world may include:
Excursions/incursions
Visits
Maps, posters, music, books etc.
Walks in the local area
Visitors
Community resources


Environment may include:
The natural environment
The social world
The cultural environment
The world of ideas
Human made environment

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 best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups and over a number of assessment situations


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
Resource requirements for assessment include access to a range of opportunities defined in the Range Statement, including:
A childcare workplace
Children's services, resources and equipment
The local environment


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


Related units:
It is recommended (but not required) that this unit be assessed in conjunction with related unit:
CHCFC506A Foster children's language and communication development