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.


Issues of specific communities may relate to:
Cultural and linguistic diversity
Risk of self-harm
Mental health
Gender
Sexuality
Age
General health
Alcohol and other drugs abuse
Disability
Location e.g. urban, rural and remote
Income
Family systems
Religion


Work may relate to:
Specific groups, issues or communities e.g. health issues of young people from particular cultural backgrounds and/or geographic areas
Research activities
Policy development
Advocacy
Referrals
Project development and implementation
Project design and implementation


Context of work may include:
Social, political and economic issues impacting upon specific communities and groups
Models of community development
Legislative and statutory frameworks


Values and structures may include:
Cultural preference and mores of specific groups e.g. religious/spiritual observances
Language
Family relationships
Status/protocol
Ceremonies/celebrations
Prohibitions/taboos

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 may be assessed on the job using appropriate relevant materials and examples or through simulation
The candidate must be able to demonstrate competence in working with at least one group or community over a number of assessment situations and through a number of assessment tools, including:
observation
reports from supervisors or other key people, and
confirmation from key community leaders


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 a workplace or to an environment that accurately simulates the workplace


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