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 competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Collaborative approach from the organisation, community, indigenous environmental health worker, key people, outside agencies and relevant others in order to implement the plan effectively

Competency must be assessed in relation to the land care strategies that the community has chosen to be implemented as part of the plan

Assessment of performance must be in relation to the strategies relevant to the worker's particular job role

Evidence is to be collected across a range of events over a period of time to ensure identified situational variables are consistently achieved

Access and equity considerations:

All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit is best assessed on the job

Access required to:

equipment/materials in accordance with the strategy(s) to be implemented and job role (to assess competency in implementing land care strategies)

a phone/ fax (to assess competency in providing feedback to relevant others outside the community either verbally or by written response)

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

This includes knowledge of:

Appropriate trees to plant around septic tanks if required

Basic knowledge of environmental health strategies and recent priorities (e.g. UPK strategies, particularly in regards to nutrition, the reduction of crowding and dust control)

Fruit and shade trees appropriate for the region (community/outstation)

Necessary requirements to be adhered to when planting tall growing trees close to any power lines

Occupational health and safety considerations, e.g. safe use of tools and equipment, personal safety and clothing, particularly gloves when working with soil in top end communities, correct lifting procedures etc.

Roles and responsibilities of the worker and relevant others in relation to land care

The relationship between land care issues and health

Essential skills:

It is critical that the candidate demonstrate the ability 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

This includes the ability to:

Apply analytical and problem solving skills in order to determine the best course of action and preferred options

Apply organisation skills in relation to the co-ordination and implementation of planned strategies

Conduct effective collaboration with community members and relevant others to ensure that their views are addressed

Consult with community members, key people, outside agencies and relevant others

Effectively network and communicate with the employing organisation, householders, community members, key people, outside agencies and relevant others

Maintain and access effective networks which contribute to achievement of objectives

Recognise land care strategies that have a health related outcome, or focus

Use phone/fax

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.

Strategies to address land care issues will vary between communities and may include:

Ensuring that excessive vegetation growth around sewerage lagoons and in other areas of the community is controlled and maintained

Planting and maintaining fruit and shade trees in the house yard and community

Erecting shelters for shade in places where groups of people tend to gather for meetings or ceremonies

Obtaining, planting, and maintaining bush medicine in the community, near the clinic etc.

Planting and maintaining trees and shrubs to act as wind breaks against dust in the house yard, general community and outlying areas

Developing the yard area to reduce the impact of overcrowding and problems with wind blown dust

Planting and maintaining appropriate trees around septic tanks to prevent cars from driving over them and collapsing drains or breaking lids

Organisation may include:

Community council

Community clinic

Other employer bodies/agencies

Relevant others may include:

Environmental Health Officers

Aboriginal Health Workers

Other clinic workers

School children

Other community workers, e.g. horticultural workers, community development workers

Elders and traditional owners

Priorities may be in relation to:

Perceived needs in the community, and issues of importance

Availability of resources and/or funding requirements, etc.

A plan of action to address land care issues may include but is not limited to:

The most appropriate and cost-effective way to control dust problems in the general community, e.g. using gravel from creek beds to place around traffic areas in the community such as the front of the clinic, community council, store; blocking off bush tracks with rocks, old tyres, 44 gallon drums, etc.

Strategies to develop the house yard and/or living areas e.g. wind breaks, fence construction or repair, dust sheltering plants, mounding to protect fencing from cars, etc.

The types of fruit and shade trees appropriate to the region, what people want to have planted, and where

Involving school children in tree planting activities so that they feel a sense of ownership

Identifying appropriate trees to plant around septic systems, and strategies to prevent people from driving over the top of septic systems while the trees are becoming established e.g. signage, fencing, mounds, education, etc.

Managing land care projects ie: identifying community needs, resource requirements, action to be taken, etc.

Key people and outside agencies may include:

Environmental Health Officers

Greening Australia

Aboriginal Health Workers

Other land care agencies

Other community workers e.g. horticultural trainees and/or graduates, community development workers

Resource requirements may include but are not limited to:

Gravel from creek beds if applicable

44 gallon drums

Rocks

Old tyres

Appropriate plants, shrubs and trees needed for specific purposes

Fencing resources e.g. post driver, post hole borer, wire strainers, fencing pliers, fencing wire, knots for use in joining fence wire

Resources for land care activities, e.g. pick, shovel, drip irrigation system etc.

Availability of water sources, e.g. billabongs, bores etc.

Funding issues in relation to projects

Success of the plan may refer to:

Objectives being met in accordance with the plan

Limited obstacles, e.g. very little need for the IEHW to intervene in relation to specific issues or problems

Improvement in the over all health of individuals and community members

Community support and empowerment in relation to the plan of action implemented

Community support and empowerment in relation to assisting with ongoing maintenance e.g. watering plants as required, maintaining drip systems etc.

Strategies for improvement may include:

Education/health promotion

Developing additional strategies to involve school children in on going maintenance activities

Identifying sources of additional funding for future land care activities/projects

Feedback may be:

Verbally in either first language or English depending on the target group and whether or not the feed back provided takes place internally within the community or outside the community to relevant others

Written correspondence, e.g. faxes, letters, etc.

Photos of land care activities/projects

Video recording land care activities/projects