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 may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional

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

This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace

Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

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:

Theories of development

Current documentation requirements and expectations within the profession

Relevant aspects of psychology and behaviour management

Client assessment processes and relevant data collection tools

Data collection methods

Different approaches to program planning and development

Criteria for selecting a specific programming approach

Detailed knowledge of facilitating a variety of learning experiences e.g. art, music, sport

Facilitation techniques

Legal and safety requirements as they relate to activities and programs

Risk assessment processes

Up-to-date information and a range of sources of information is assessed as resources for individual program plan development

Relevant quality improvement and accreditation system principles

Inclusion - non-discriminatory practices and associated legislation

Knowledge and development - build on strengths of individual

Occupational health and safety (OHS) principles and practices

Essential skills:

It is critical that the candidate demonstrate the ability to:

Document an individual program plan

Gather and record detailed information about client/s

Participate in the design of programs

Implement programs according to plan or instruction

Monitor and evaluate individual program plans

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:

Demonstrate application of skills in:

respect for different family expectations

observation

communication skills

consultative process

identification of local community resources

OHS principles and practices

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.

Methods to assess may include:

Interview with client, care workers, parents/family

Review of care/plan documentation

Observation in activity sessions

Use of standard proformas

Holistic approach includes consideration of:

Physical health

Emotional health

Mental health

Social health

Spiritual health

Cognitive health

Individual programs include:

Activities designed to address needs of individuals

Activities designed to meet needs identified in research

Activities to extend the participation numbers in existing programs

Passive and/or active activities

Physical, mental, emotional, social and/or spiritual activities

Strategies to address barriers to participation

Those directed t individual peope and their needs

Those directed at the general community

Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers

Those designed to respond to social, economic and demographic changes

Ideas and suggestions for programming may be gathered from:

Client assessment

Colleagues

Networks resource workers

Workers in other services

Newsletters, magazines, articles

Publications

Professional body

A variety of experiences for use in programs may include:

Excursion/at usual location

Familiar experiences/special events

Unstructured/structured

Indoor/outdoor

Busy/quiet experiences

Surprising/predictable and planned

Challenging/confirming

Client's life, development and social context may include:

Geographic context, e.g. remoteness, buildings, lack of space, isolation

Community groupings, alliances and conflicts

Historical context of community, e.g. significant events, future plans

Social context, e.g. social isolation, crowding and noise

Cultural context

All those involved with program design may include:

Individual

Staff/care providers

Parents/family member

Management

Information about an individual's development and social cultural context may be gained by:

Recorded observations

Conservation

Consulting family/community representatives

Written report/records

Philosophy and goals of the service include:

Culturally specific services philosophies

Philosophies about people, their development and learning

Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:

Leisure

Creativity

Recreation

Holistic care and development

Personal attention and flexibility

Learning and education

Social interaction and development

Language development

Psychomotor development

Cultural identity and knowledge

Environmental understanding

Confidence with technology

Multicultural understanding

Education/learning/training

Personal development and support (e.g. coping skills)

Therapeutic

Maintaining and improving cognitive functioning

Maintaining and improving physical abilities

Promoting social interaction and friendship development

Providing an avenue for motional and psychological support

Enabling participants to meet their spiritual and religious needs

Identities of individuals may include:

Racial

Gender

Cultural

Social

Peer group

Concerns about the current program plans may include:

Gaps

Resourcing issues

Repetition

Aspects where an individual's participation is low

Mobile service may need to design programs particularly targeted to those who are isolated:

Geographically

Socially

Resources required may include:

Transport

Equipment

Venue

Equipment and materials

Games

Leisure activities

Curriculum/learning materials

Staffing

Food and drink

Support staff and resource staff

Skills of staff

Specialist resources may include:

Professionals with expertise about particular needs

Written information

Special equipment

Information and education videos

Resource Networks

Family member

Bilingual workers

Interpreter services

Resource units

Extra staffing

Additional resources may include:

Worker training

Resource centres

Review of the individual program plan may include:

Review of individual with additional needs

Review of strategies for meeting needs of individuals within context of whole group

Criteria to assess programs may be in relation to:

Short term and long term goals of program

Progress of individual

Progress of the group

Philosophy and goals of the service

Cost effectiveness

Appropriate practice

Daily programs, weekly programs