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

Assessment tools to guide decisionmaking about programming

Criteria for selecting a specific programming approach

Criteria to review setting and environment

Detailed knowledge of facilitating a variety of learning and play experiences eg art music sport

Different approaches to program planning and development

Evaluation methods and reflective practice

Identification of range of resources required

Location of resources and materials

Organisation standards policies and procedures

Regulatory and legislative requirements

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

Relevant quality improvement and accreditation system principles

Respect for different family expectations

Stakeholders who need to be involved in evaluation

Theories of child development

Up to date information and a range of sources of information is accessed as resources for program development

Essential skills

It is critical that the candidate demonstrate the ability to

Apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices

Apply criteria to evaluate programs in relation to

short term and long term goals of the program

progress of individual children

progress of the group of children

philosophy and goals of the service

cost effectiveness

appropriate practice

daily programs weekly programs

Gather information and use as a basis for designing and planning programs to address identified needs

Organise and coordinate a range of experiences at one time and undertake appropriate evaluation of effectiveness of programs

Plan implement monitor and evaluate developmentally appropriate routines and programs to foster and enhance childrens development

State and outline a personal philosophy about childrens development through programming which considers theories of child development and learning and social justice and equity

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

planning

contingency management

effective communication with target groups

analysis and reflective thinking

selecting and administering appropriate assessment and evaluation tools

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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

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

Programs may be designed and implemented for:

Programs include:

All those involved with program design may include:

Ideas and suggestions for programming and may be gathered from:

Information may be communicated by:

Experiences addressed by programs may include:

Philosophy of the service may include:

Goals of the service may be oriented to an emphasis on:

Resources required may include:

Organising resources may include:

Timetable considerations may include:

The context of the children's lives may include:

Information about each child's development and social/cultural context may be gained by:

Children's identities may include:

Information about a child's progress may be gathered by:

Mobile services may need to design programs particularly targeted to children who are isolated: