Assessor Resource

CHCOSHC401A
Support children to participate in outside school hours care

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to the work undertaken in outside school hours care with children aged 5-12 years

This unit describes the skills and knowledge required to support and guide children's effective participation in outside school hours care

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Legislation and industry standards for outside school hours care

Principles of inclusiveness and diversity in the care environment

Support strategies for ensuring participation of children in outside school hours care

Organisation policies, procedures and guidelines

Child and family specific consultation and engagement principles for seeking feedback on service provision

Safety issues and risk management strategies for children's health and safety in a variety of contexts:

excursions and travel situations

outdoor and indoor play areas

appropriate meal preparation and provisions based on national guidelines for nutrition of children and adolescents

allergies and related medications

basic home fire safety

child protection issues

safety of staff

Evaluative processes for outside school hours care

Strengths-based approaches to support children's participation in outside school hours care

Human rights declarations and conventions on the rights of the child

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement procedures relating to services offered by outside school hours care including, experiences, programs, inclusive practices, behaviour support

Maintain safety of children in all outside school hours care contexts

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:

Interpersonal communication with children (specifically skills such as listening, observation, leading discussions, questioning, clarifying)

Planning with a team within the outside school hours care environment

Engagement strategies for children to participate fully in out of school hours program

Seek feedback from Supervisor about performance

Identify particular support needs of individual and groups of children

Respond appropriately to behaviours of risk

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.

Support need may include:

Communication

Physical aids/equipment

Encouragement

Transport

Cultural needs/activities

Life/social skills

Homework assistance

Provision of information

Hygiene issues

Provision of food and drink

Linking with siblings and/or peers

To have needs heard

Appropriate communication techniquesmay include:

Focusing attention on the child speaking

Taking a position close to the child speaking

Ignoring distractions

Suspending own opinions and emotions

Listening with the senses

Demonstrating interest in the topic using body language (e.g. make eye contact, lean forward, nod)

Responding to questions

Checking understanding through restating using own words, summarising or asking questions

Developmental may refer to:

Cognitive, social, psychological, physical and emotional needs

Minimise effects of aggressive or abusive behaviour may include:

At risk behaviours

A range of alternative strategies

Quick response actions

Behaviour support plans

Protocols of behaviour

Implement appropriate processes for the review of individual child support needs may include:

Feedback interviews with parents

Consultation with supervisor

Observations of children's participation

Review of child's records of attendance and participation

Organisation procedures, industry standards may include:

Ethical behaviour and codes of conduct

Privacy and confidentiality

Access and Equity

Program planning

Excursions and outings

Inclusion

Notifications processes

Behaviour support

Accreditation standards

Health and safety issues may include:

Gates on stairs

Covers on electrical sockets

Removal/locking away of dangerous substances.

Close supervision of any children in kitchens

Fences and gates, locking mechanisms

Out of bounds areas

Vacuuming/sweeping floors to remove small or dangerous objects

Particularly close supervision in some areas

Placing babies/infants to sleep in positions recommended for prevention of SIDS

Children being seated and supervised at meal and snack times

Sun safe practices

Basic home fire safety includes knowledge of:

High fire risk groups

Behaviour that may contribute to fire injury and/or fatality

Role of a working smoke alarm

Types of smoke alarms

Optimum placement of smoke alarms

Smoke alarm testing and cleaning

Referring client for smoke alarm installation and maintenance

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Assess specific support needs of the child and match to any existing experiences in the program 
Use appropriate communication techniques to engage children and to identify specific needs 
Consult with supervisor about particular needs of children including cultural, abilities and developmental and behavioural needs 
Ensure knowledge of individual children's support and guidance needs is clarified with parents/carers, supervisor and child prior to working with child 
Recognise and support sibling relationships where appropriate in the care environment 
Implement strategies to ensure inclusion of children from diverse backgrounds and children with additional needs 
Define and implement appropriate procedures to minimise effects of aggressive or abusive behaviour of children 
Use age appropriate approaches and communication to enable children to express their need for support in a range of ways 
Design and implement appropriate processes for the review of individual child support needs 
Access support from supervisor as required to optimise the child's participation in outside school hours care 
Ensure support provided reflects organisation procedures, industry standards and respect for the child as an individual 
Regularly consult with supervisor and family to review effectiveness of support provided in outside school hours care 
Regularly review information and support provided to children to assess continuing relevance and effectiveness 
Attend meetings with other staff as appropriate to identify and evaluate outside school hours care service 
Identify and discuss problems experienced in providing support to children and develop alternative strategies in collaboration with supervisor and/or family 
Make adjustments and implement alternative support strategies as a result of the review process 

Forms

Assessment Cover Sheet

CHCOSHC401A - Support children to participate in outside school hours care
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCOSHC401A - Support children to participate in outside school hours care

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: