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 can 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

educational materials

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:

Policy, procedure and legislative issues affective performance as education support personnel

Physical skill and development

Each student's rate of development, needs, interests and strengths

Experiences that will target specific areas of physical, emotional, social, cognitive and language development

Resources that can be used the stimulate physical, emotional, social, cognitive and language development

Interactions between different areas of development

Strategies that can be used to encourage independent reading

Roles and responsibilities of education support workers and teachers in providing support to students

A range of effective communication strategies for use with students and teachers

Contextual factors which influence the students emotional and psychological development

Events or crises which can challenge the students emotional and psychological development

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

Identity development processes within the students' culture

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate integration of all elements of competency

Assess the elements of competency within an education setting

Analyse student behaviour against developmental theories

Select activities that are appropriate to the developmental stages of the students

Promote and interact in a positive, respectful, and supportive manner with student/s and colleagues

Understand, promote and support student's developmental needs

In addition, 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:

Use a range of communication styles to suit different audiences and purposes

Respond to diversity in supportive and positive ways

Empathise and be culturally sensitive in responding to students

Access formal documents such as legislation and policies related to education environments

Apply environmental and occupational health and safety procedures

Identify appropriate contact

Use problem solving in respect to choosing appropriate response, identifying problems, consulting with appropriate personnel with self and students

Use interpersonal skills

Consult with teaching staff, education support workers, management team and others on workplace learning strategies to accommodate student developmental needs

Apply stages of developmental theories to working with students

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.

Opportunities for physical development may include:

Fine motor and gross motor activities

Eye-hand/foot coordination

Balance

Active games

Sports

Physical environment - constraints and potential

Level of support

Frequency and regularity

Socio-dramatic play

Art/craft activities

Physical skills may include:

Fine motor and gross motor activities

Eye-hand/foot coordination

Balance

Active games

Sports

Locomotion

Appropriate physical activities may include:

indoor and outdoor activities

Fine motor and gross motor activities

Eye-hand/foot coordination

Balance

Active games

Sports

Locomotion

Coordination

Learning materials and resources may include:

Electronic forms

Print resources e.g. References, texts and worksheets

Auditory resources e.g. Videos, photos, charts and diagrams

Sporting equipment

Scientific equipment

Nature

Personnel

Case studies

Assessment materials

Record/log books

Constructions

Art work

Food

Non-stereotypical images include flexible portrayal of people regardless of:

Age

Cultural background

Education

Ethnicity

Expertise

Family responsibilities

Gender

Interests

Interpersonal approach

Language

Life experiences

Marital status

Personality

Physical ability

Political orientation

Sexual orientation

Religious beliefs

Socioeconomic background

Thinking/learning styles

Work experiences

Working styles

Self-image and identity may include:

Perceptions of self as influenced by:

age

cultural background

education

ethnicity

expertise

family responsibilities

gender

interests

interpersonal approach

language

life experience

marital status

personality

physical ability

political orientation

sexual orientation

religious beliefs

socioeconomic background

thinking/learning styles

work experience

Student needs, interests and capabilities may include:

English language numeracy and literacy

Behaviour support

Learning support

Socio-emotional

Cultural appropriateness

Physical disabilities

Intellectual disabilities

Gifted and talented

Interests

Curriculum requirements

Appropriate risks refers to:

Participation in activities where the results may be unknown and where their skills and/or knowledge are likely to be known or extended

Confidence and self-esteem may include:

Communication skills

Physical abilities

Emotional resilience

Social adeptness

Cognitive abilities

Share information may include:

Personal information

Custodial information

Medical details

Assessments

Behavioural reports and programs

Individual learning programs

Anecdotal and formal reporting

Forms of contact may include:

Social

Emotional

Physical

Organisation polices and procedures may include:

Documents developed by the education system, school or a sector of the school which provided policy and procedural direction

Model and advocate refers to:

Demonstrating and promoting as part of daily life

Theories of cognitive development include:

Behavioural, cognitive learning and social constructivist theories of learning

Sequential acquisition of knowledge and skills may include:

Progressive attainment of knowledge and skills as outlined in the development stages of cognitive theories

Two-way communication refers to:

Congruence between verbal and non-verbal communication

Verbal and written communication:

phrases and jargon that students use

language specific to an area of the student's interest e.g. football/fashion

language that takes into account any identified disability or special learning needs

group or individual discussions

listening to informal conversations/chatting

volume to suit situation and audience size

intonation

articulation

pronunciation

tone of voice

awareness of word order patterns in Standard Australian English

Non-verbal communication:

working at the same level as the students (e.g. sitting at the student's desk or on the floor)

proximity to the student

eye contact/no eye contact

body language

facial language

care and respect in interactions may be demonstrated through the tone of voice and style of interaction

gestures

augmentative and alternative communication