- CHCRF301E - Work effectively with families to care for the child
Assessor Resource
CHCRF301E
Work effectively with families to care for the child
Assessment tool
Version 1.0
Issue Date: June 2024
This unit may apply to community services work in a range of contexts
This unit describes the knowledge and skills required to establish a positive relationship with the family of a child going into care and negotiate in relation to care practices to facilitate the child's transition into 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 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 Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including: a childcare workplace children's services, resources and equipment the local environment |
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 |
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: Diversity of family types and cultures Interpreter services, and communication through interpreters Organisation standards, policies and procedures Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability |
Essential skills: It is critical that the candidate demonstrate the ability to: Develop a relationship with family which enables the needs of the child to be communicated or met 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: Apply basic communications skills such as active listening and questioning Apply interpersonal skills Demonstrate a genuine interest in the children, and their families Take into account 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. | |
Family members may include: | Brothers and sisters Extended family members Fathers Foster children Grandparents Kin Mothers |
Organisation's guidelines about exchanging information with family members may include: | Recording of any family members to whom information is not to be provided Who is permitted to pass on information |
Frequently may be: | According to the pattern of the child's participation in the service Daily Weekly |
Depending on: | Frequency of attendance Issues of the day Length of time the child and family have been using the service The child's age |
Make yourself availableto parents will differ according to the structure of the service. Workers may be available via: | Care review meetings or conversations Communicating in a style that is appropriate to the parent's expectations Conversations when parent/s arrive to collect the child Conversations while parent participates with or alongside worker in an activity Telephone Welcoming children with their parent/s |
Communicate informationmay be via: | An interpreter Notes on whiteboard, bulletin board Verbal conversations Worker who has second language/language of parent Written notes |
Respond to a family member's concernmay include: | Communication guidelines to respond to regularly received /serious questions or comments Directing person to appropriate person in the service |
Further support may be available through: | Literature Local networks Referral to professionals/other services Telephone support services |
Familiarise may relate to: | Equipment Other children Physical environment Timing of program events |
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 |
---|---|---|---|
Complete introductions and outline worker's own role clearly | |||
Show the facilities to family members | |||
Ensure verbal and non-verbal communication styles are used appropriately | |||
Create welcoming atmosphere for family members and provide opportunities for them to participate in the children's experiences | |||
Ensure information sharing about child's participation in program occurs frequently in accordance with the organisation's guidelines | |||
Make yourself available for parents to provide information | |||
Communicate information in a culturally appropriate way | |||
Respond to messages promptly | |||
Listen to questions and concerns and respond according to organisation's procedures | |||
Direct family member to appropriate person or place when further support or action is required | |||
Ensure communication is appropriate to age, cultural and linguistic background of individual/ group | |||
Reach agreement on specific requests by negotiation and modification of care practices | |||
Explain importance of program aspects to parents in relation to their child's needs/development | |||
Clearly explain and discuss limitations | |||
Negotiate alternatives/compromises as necessary | |||
Clearly communicate final decision to all involved | |||
Encourage parents to familiarise themselves and their children with the service and workers | |||
Encourage parents to develop clear and reasonably consistent process of farewell and pick up | |||
Provide clear information and reassurance to assist parents to develop confidence in the service | |||
Acknowledge parents' feelings about child care and support in all conversations |
Forms
Assessment Cover Sheet
CHCRF301E - Work effectively with families to care for the child
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
CHCRF301E - Work effectively with families to care for the child
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: