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

Acceptable workplace conduct including regular attendance punctuality maintaining and orderly workspace

Conflict management techniques

Effective communication techniques including active listening questioning and nonverbal communication

Health and safety principles as they apply to working within a team environment

Individual roles and responsibilities and relationships to others including duty of care

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

Teamwork principles

Essential skills

It is critical that the candidate demonstrate the ability to

Apply techniques to manage own work load eg meeting deadlines acknowledging if tasks are beyond current capacity handling tasks or problems as far as possible then referring on to others as required

Apply the level of reading writing language and numeracy competence required to perform effectively in an education support role

Ask for guidance and support from other team members when required

Recognise and act upon opportunities to enhance sustainability in the workplace

Use effective interpersonal communication skills

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 andor 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

Assessment requires access to a range of opportunities defined in the range Statement including

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant schoolcentre policy protocols and procedures

educational materials

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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Education team may include:

Constructive contributions may include:

Work requirements may include:

Education organisation's policies and code of conduct may include:

Networks may include:

Information and ideas relevant to work may include:

Linguistic and cultural differences may add value to tasks through:

Appropriate actions to address issues, problems or conflicts may include: