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Elements and Performance Criteria

Required Skills

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

Purpose of budgeting

Short term v long term planning

Regular and irregular income and expensesfixed and variable expenses

Payment Options including BPay EFTPOS ATM Centrepay DD Budget Cards layby

Savings Circles

Emergency Relief

Community resources such as NILS concessions

Microfinance options

Essential skills

It is critical that the candidate demonstrate the ability to

Work with groups

Identify resources and referrals

Provide information clearly in line with target group needs

Demonstrate and explain money planning and management

Explain short term versus long term planning

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

research skills

time management

Evidence Required



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 is best assessed in the workplace or in a simulated workplace under the normal of range conditions Assessment should be gathered on one or more occasions but must reflect the normal range of client situations encountered in the workplace

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 is encouraged with other community services units of competency such as CHCFLEA Work with clients needing financial literacy education CHCFLE301A Work with clients needing financial literacy education CHCFLEA Educate clients to understand debt and consumer credit CHCFLE303A Educate clients to understand debt and consumer credit Resources required for assessment of this unit include access to an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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.

Client groups may include but are not limited to:	Church and community groups Schools Vulnerable and at risk client groups

Causes of financial exclusionmay relate to, for example:	Low levels of literacy and numeracy Mental health issues Cultural and language background Alcohol and other drugs issues Domestic violence issues Age High cost of credit, fees and charges

Delivery of financial literacy education may include:	Individuals Families Groups Identified target communities and groups

Obstacles may include, for example:	Family dynamics Support network Instability in housing or homelessness Numeracy and literacy issues

Paperwork may include:	Utility accounts Bank statements Insurance documentation