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 assessment 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

School/centre's policies and procedures

Inclusive schooling policies

Curriculum and curriculum framework

Duty of care responsibilities

Relevant codes of ethics

Cultural and linguistic background of students and families

Developmental stages of children/young people in the physical, cognitive, language, social and emotional domains

Strategies to support the stages of development in each domain

Materials and resources to support the stages of development in each domain

How children learn

Child management techniques

Positive behaviour guidance strategies

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 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

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

Identify the capabilities of individual children

Use and respond to non-verbal communication and cues of children

Implement strategies to support the development of students

Support and encourage a positive approach to learning

Support an inclusive environment

Respond effectively to behaviours

Apply the level of reading, writing, language and numeracy competence required to perform effectively in an education support role

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.

Education environments 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 educational centre

School/centre requirements may include:

School/centre priorities

Parent requests

Limitations of resources

Student educational requirements will vary according to variables such as:

Students from a range of ethnic backgrounds

Aboriginal or Torres Strait Islander students

Students with a disability or disabilities

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

Age and ability of students

Personal characteristics of students

Individual learning styles of students

Positive behaviour may be promoted by:

Verbal comments and attention

Appropriate physical contact e.g. hugs

Providing physical and psychological space

Opportunities to suit the child's preferences

Opportunities to 'let off steam' are created

Acknowledgement and encouragement

Talking about feelings

Anticipating trouble and re-directing or distracting child

Modelling

Behavioural guidelines may cover:

School/centre procedures

Out of bounds areas

Expectations about behaviour with other children/adults

Positive feedback

Procedures for health and safety