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

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:

Budgetary and timeframe requirements for developing and implementing activities/ programs in outside school hours care

Development factors relevant to the age group and appropriateness of the activity/program

Evaluative processes for outside school hours care programs

Issues related to specific environmental context of care

Legislation and industry standards as they relate to activities delivered in the outside school hours care context

Organisation policies, procedures and guidelines for program development, delivery and evaluation

Planning processes for activities/programs

Principles of inclusiveness and diversity in the care environment

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

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

allergies and related medications

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

basic home fire safety

excursions and travel situations

outdoor and indoor play areas

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

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

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop, plan and implement age appropriate activities/programs

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

Work autonomously and in teams as required for implementation and evaluation of activities/programs

Work with individuals and groups to implement activities/programs

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:

Analyse information, data and relationships of children in care

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

Effectively use technology for planning activities and programs

Identify particular support needs of individual and groups of children

Plan with a team in the outside school hours care environment

Recognise and act upon opportunities to enhance sustainability in the workplace

Respond appropriately to behaviours of risk

Seek feedback from supervisor about performance

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

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.

Activities and/or programs may include:

Cultural needs/activities

Developmental

Homework assistance

Life/social skills

Recreational

Outside school hours care context may include:

Before school and after school hours

Excursions

For children aged from 5-12 years

Indoor use

Outdoor use

Technology based

Organisation requirements may include:

Adherence to policies

Health and safety

Number of children

Risk analysis

Within budget

Health and safety issues may include:

Adequate supervision at all times

Children being seated and supervised at meal and snack times

Covers on electrical sockets

Fences and gates, locking mechanisms

Gates on stairs

Out of bounds areas

Particularly close supervision in some areas

Removal/locking away of dangerous substances

Sun safe practices

Vacuuming/sweeping floors to remove small or dangerous objects

Basic home fire safety includes knowledge of:

Behaviour that may contribute to fire injury and/or fatality

High fire risk groups

Optimum placement of smoke alarms

Referring client for smoke alarm installation and maintenance

Role of a working smoke alarm

Smoke alarm testing and cleaning

Types of smoke alarms

Operational arrangements may include consideration of :

Contingency plans

Existing activity/program plans

Health and safety limitations

Limitations of expenditure

Number of children ratios

Number of staff ratios

Implementation and evaluation strategies may include:

Facilitating a trial activity

Own reflections and observations

Seeking feedback from children participating

Seeking feedback from other staff

Seeking feedback from parents/carers

Accepted good practice andindustry standards refers to:

Any legislated standards and/or regulations of care in out of school hours programs

Standards set down by national and/or state/territory bodies responsible for ensuring the standards of care in out of school hours programs

Flexible implementation plans may include:

Allowing for contingencies such as

changes in the weather

variation to numbers of children and ages participating

absence of staff

budget constraints

lack of resources

Appropriate communication techniquesmay include:

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

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

Focusing attention on the child speaking

Ignoring distractions

Listening with the senses

Responding to questions

Suspending own opinions and emotions

Taking a position close to the child speaking