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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 appropriate documentation templates computer and printer similar to that used in the organisation context

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

Range Statement



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.

Forms and documents may include:	Accident and incident reports Attendance rolls Contact registers including telephone calls Invitation templates Letters templates Meeting registers, records and minutes Organisation polices and procures Promotional materials, e.g. school brochures, newsletter Purchase orders and invoices Standard forms Time sheets, rosters

Information of the organisation may include:	Accounting records, e.g. receipts, petty cash payments, invoices Assessment and referral records Examples of student work e.g folio/scrapbook/printed material from computers Forms Minutes of meetings Records of interview Sign on/sign off sheets Stock records Students records, e.g statistics, student details, reports, etc.

Appropriate storage and maintenance of organisation information may include:	Database stored on computer using security protocols of the systems/organisation Log books easily accessed and regularly completed Manual and computer filing with security access controls applied as required Regular archiving of records Regular updating of staff and stude4nt records (e.g changes of address, phone numbers) Shutting down computer systems when leaving the workstation for an extended period Use of metal filing cabinets with locks

Individuals will be determined by the organisation and may include:	Ambulance officers Auditors Deputy principal Legal guardians Parents who have custody of a student Police and other emergency services personal Principals Teachers

Organisation policies and procedures may include those relating to:	Child protection Circulation Confidentiality Emergency evacuation and lock down procedures Filing and indexing Professional boundaries Security Workplace health and safety

Oral communication may include:	Answering enquiries from students and colleagues Answering telephone calls - e.g. listening skills, showing empathy, dealing with irate or distressed callers Informal discussions Instructing Liaising with fellow workers, students and external clients Mentoring Requests to and from colleagues/students/ community members Translating Use of negotiating skills

Written information may include but is not limited to:	Briefing notes Email Facsimiles General correspondence Handwritten and printed materials Internal and external memos Newsletters Notices Posters Proformas Student records/reports Student worksheets Telephone messages

Word processing software functions may include:	Formatting Highlighting text Opening a new document Page and section breaks Print previewing Saving the document Setting margins Use of colours

Simple spreadsheets may include:	Alphabetical lists Basic formulae (e.g. sum, subtract, multiply) Different sixe columns and rows Headings Numerical data Text data

Graphics may include:	Clip art Drawings Maps Photos

Technology may include:	Binders CD-ROMs Computer technology, such as laptops and personal computers Cutters Digital cameras Laminators Modems Photocopiers Printers Scanners Shredders

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CHCEDS316B - Comply with school administrative requirements

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement