Assessor Resource

CHCOSHC403B
Work effectively with children in outside school hours care

Assessment tool

Version 1.0
Issue Date: April 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 engage and interact with children in outside school hours care services

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:

Child focused practices in the care environment

Development factors relevant to the middle childhood age group and appropriateness of communication and interactions with children in care

Legislation and industry standards as they relate to own job role in outside school hours care

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

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

Principles of inclusiveness ,diversity, equity and access in the care environment

Statutory obligations relating to children's health and safety

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:

Apply engagement skills with children with diverse range of presenting issues and experiences

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

Establish a professional relationship that promotes equity and safe practices

Respect and value diversity

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

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

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

Reflect upon own practice

Respond appropriately to behaviours of risk

Seek feedback from supervisor about performance

Take into account and use opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

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.

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

Information that the child provides may include about:

Activities/programs

Dislikes

Emotions

Family

Holidays

Needs

Preferences

Relationships

School

Self

Adjust communication to ensure the inclusion of children with additional needs may require the use of:

Assistive technologies

Interpreters professional or family or siblings

Pictures and drawings

Child's development includes:

Cognitive

Emotional

Language

Physical

Psychological

Social

Activities may include:

Cultural needs/activities

Developmental

Homework assistance

Life/social skills

Recreational

Industry standards and best practice approaches refer 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

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
Listen to children to gain an understanding of them as individuals in the care environment 
Use communication strategies that encourage relationship building and are age appropriate 
Act upon information that the child provides about their needs in the care environment 
Use cross cultural communication strategies to engage with children from diverse backgrounds 
Adjust communication to ensure the inclusion of children with additional needs 
Consider the developmental stage of the child in all actions and decisions 
Evaluate issues in relation to child's development and culture and adjust approaches accordingly 
Select activities and resources to promote access, equity, diversity and inclusion of all children in the workplace 
Establish guidelines relevant to development age of middle childhood 
Apply industry standards and best practice approaches to working with children in outside school hours care 
Ensure duty of care is applied to all job functions 
Follow organisation policies and procedures as required 
Establish professional relationship and boundaries with children in care and their families 
Identify and report children at risk as required by policy 
Apply ethical decision-making in the carer role 

Forms

Assessment Cover Sheet

CHCOSHC403B - Work effectively with children 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

CHCOSHC403B - Work effectively with children 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: