Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCLD315A Mapping and Delivery Guide
Recognise stages of lifespan development

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCLD315A - Recognise stages of lifespan development
Description This unit describes the fundamental knowledge of life stages and human development required to recognise individuals functioning effectively at various life stages and to identify variations from the norm for appropriate referral in the context of community services work
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application The application of knowledge and skills described in this unit of competency may underpin functions such as obtaining and documentation of client informationFunctions at this level require a broad overview of appearance and functioning of individuals at different stages of human development across the lifespan
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Apply knowledge of human development
  • Use accepted terminology to describe commonly accepted life stages relevant to community services work
  • Work with fundamental knowledge of physical and psychological stages of human development relevant to delivery of community services
  • Apply a fundamental understanding of key indicators of human development
       
Element: Apply fundamental knowledge of factors that influence human development
  • Apply a fundamental understanding of factors that enhance human development
  • Demonstrate a fundamental understanding of factors that may inhibit human development
       
Element: Identify and report observable broad variations
  • Identify key behaviours that may indicate variations in human development at each life stage
  • Identify observable variations at each life stage
  • Describe and document variations using appropriate terminology
  • Report identified variations in life stage development in line with industry requirements
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 fundamental essential knowledge as well as skills

This unit is most appropriately assessed in conjunction with units involving application of knowledge in a work context

Essential knowledge covered in this unit is to be assessed before application in a work context, especially where client safety issues are involved

Consistency in performance should consider the range of clients and 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 and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit may be assessed through a range of assessment activities that include workplace tasks and questioning contextualised to address specific work applications

Assessment should reflect the diversity of settings within which work takes place and a representative range of client groups

Resources required may include access to relevant workplace or simulated setting

Method of assessment:

Assessment of this unit of competence may include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Some aspects may be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Evidence of application of knowledge addressed in this unit may be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Fundamental knowledge of stages of biological and psychological development of the human being throughout the lifespan

Varying emotional, relationship building and dependence and independence issues and responses associated with differing life stages

Awareness of key indicators of developmental milestones at identified stages of human development

Key factors required to support and enhance human development

Key factors that may inhibit human development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify and describe key physical and psychological features of each life stage

Identify and describe key behaviours and aspects of appearance that may indicate variation in development at each life stage

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:

Document variations using appropriate terminology

Report identified variations of life stage development in line with industry requirements

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.

Stages of human development include:

Infancy

Early childhood

Childhood

Adolescence

Early adulthood

Middle adulthood

Late adulthood

Very elderly

Stages of development may relate to:

Stages of physical development

Stages of psychosocial development

Stages of cognitive development

Key indicators of human development may relate to:

Self care

Independence

Responsibility for emotional, physical and spiritual well being

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Use accepted terminology to describe commonly accepted life stages relevant to community services work 
Work with fundamental knowledge of physical and psychological stages of human development relevant to delivery of community services 
Apply a fundamental understanding of key indicators of human development 
Apply a fundamental understanding of factors that enhance human development 
Demonstrate a fundamental understanding of factors that may inhibit human development 
Identify key behaviours that may indicate variations in human development at each life stage 
Identify observable variations at each life stage 
Describe and document variations using appropriate terminology 
Report identified variations in life stage development in line with industry requirements 

Forms

Assessment Cover Sheet

CHCLD315A - Recognise stages of lifespan development
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCLD315A - Recognise stages of lifespan development

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: