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

Childrens developmental stages applicable to the specific age group and what this means for appropriate resourcesmaterials selection

Organisation standards policies and procedures

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

Essential skills

It is critical that the candidate demonstrate the ability to

Observe and interpret childrens behaviour and contribute to program planning

Plan for provide and review a range of activities and opportunities which stimulate childrens individual development

Provide a range of experiences to stimulate children and aid their development

Vary experience depending on childs age abilities development culture and need

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

contingency management

interpersonal

active listening

Take into account use and promote opportunities to address waste minimisation environmental responsibility and sustainable practice issues

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 must be assessed on the job under the normal workplace conditions for a range of age groups 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

a childcare workplace

childrens services resources and equipment

the local environment

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

Experiences will vary according to the age of the child and creative and challenging experiences must include:

Aspects of children's development include:

Resources required to be organised for excursions may include:

Records that may need to be taken on excursions may include:

Responsibilities of children on excursions may include: