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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions 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

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessments can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

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

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Education system's policies and procedures

Structure of the education system

School/centre's policies and procedures

Curriculum and curriculum framework

Duty of care responsibilities

Safe working practices

Potential hazards and risks for students

State and federal legislative and regulatory requirements

Industrial awards and duty statements

Relevant code/s of ethics

Cultural and linguistic background of students and families

Developmental milestones of children/young people (cognitive, motor, language, social, emotional)

Child management techniques

Contextual factors which influence the child's emotional and psychological development

Factors that enhance the development of self-esteem and self identity

Understand own work role and responsibilities

Essential skills:

The candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate effective application of skills in:

team work

negotiation

communication/interpersonal skills of questioning, informing, listening and discussing

organisation planning, administrative support skills

time management skills

active listening

study skills

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the working environment

Liaise with and report to relevant personnel

Apply knowledge of learning and development to role and responsibilities

Support the implementation of planned education programs

Contribute to the assessment of students

Support and encourage a positive approach to learning

Communicate with children/young people verbally and non-verbally to set and apply appropriate limits, taking into account the child/young person's age, development, culture and needs whilst valuing individuality and differences

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.

Educational environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special educational centre

Community education centre

General activities may include:

Hearing student reading

Writing

Cutting

Pasting

Educational requirements will vary according to such variables as:

Students from a range of ethnic backgrounds

Aboriginal or Torres Strati Islander students

Students with a disability or disabilities

Students who are learning English as their second or later language

Students with special social, emotional, health and / or psychological needs

Age and ability of students

Personal characteristics of students

Individual learning styles of students

Educational programs may include:

Literacy and numeracy

Remediation skills

Life skills

Communication and speech

Individual and class social skills

Arts

English

Health and physical education

Languages other than English

Mathematics

Science

Society and environment

Technology and enterprise

Therapy programs

Classroom strategies may include:

Peer tutoring

Multi-level teaching

Cross-curricular teaching

'Buddy' support systems

Small group instruction

Individualised instruction

Intensive instruction

Demonstration

Vertical grouping

Peer modelling

Individual/group assessment

Assessment includes:

Assessment tasks that are:

Related to planned learning outcomes

Integrated within and/or across sequences of learning experiences

Designed to be inclusive of all students and allow students to demonstrate achievements in a variety of ways

Designed to provide students with clear and constructive feedback on performance within an appropriate timeframe

Designed to encourage student/peer monitoring and reflection where appropriate

Planned and conducted in accordance with school/centre policies