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

CHCPR613C Mapping and Delivery Guide
Facilitate the development of programs for children with additional needs

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCPR613C - Facilitate the development of programs for children with additional needs
Description This unit describes the knowledge and skills required to develop programs for children with additional needs
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to working with children in a range of community service contexts
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: Plan required resources
  • Identify appropriate facilities for the child
  • identify and gather or modify toys and equipment that are appropriate for the child
  • Identify specialist resources and request as needed
  • Plan and utilise additional resources required according to finances available
       
Element: Develop the program to meet the needs of the child
  • Consult with all involved to develop program for child
  • Identify desired outcomes and goals through consultation
  • Review current program to identify how appropriate it is for the child
  • Gather detailed information to identify child's needs
  • Develop program to address child's needs, in consultation with staff
       
Element: Maintain communication with those involved
  • Develop and review strategies for on-going communication with all those involved
  • Clearly identify and use communication channels
  • Regularly evaluate effectiveness of program with all those involved
       


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 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 and/or 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

children's 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

This unit should be assessed in conjunction with one of the following related units:

CHCIC512A Plan the inclusion of children with additional needs

or

CHCSD611C Facilitate the inclusion of children with additional needs

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 knowledge of:

Inclusion, non-discriminatory practices and associated legislation

Knowledge of child development - build on strengths of child

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop programs to meet additional needs of children

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 respect for family expectations and desired outcomes for child

Demonstrate application of skills in:

observation

communication skills

consultative skills

local community resources

planning

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.

Children having additional needs may include needs due to:

Language difficulties

Physical, sensory or developmental disability

Health problems

Behavioural or psychological disorders

Family circumstances and needs

A child recently arrived in Australia from a very different culture

A child whose culture is different from the culture of the centre

Child at risk

Unknown diagnosis

Known diagnosis

Cultural / religious practices

Communication difficulties

Giftedness

Communication difficulties of a child may be due to:

Trauma, violence and crises

Disabilities e.g. hearing, visual, speaking

Health problems and disorders

Learning problems

Deprivation of sensory stimulation

Specialist resources may include:

Professionals with expertise about particular needs of children

Written information

Special equipment

Information and education videos

Resource networks

Family members

Bilingual workers

Interpreter services

Resource units

Extra staffing

Additional resources may include:

Worker training

Toy libraries

Review of current program could include:

Review for child with additional needs

Review of strategies for meeting needs of child within context of whole group

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
Identify appropriate facilities for the child 
identify and gather or modify toys and equipment that are appropriate for the child 
Identify specialist resources and request as needed 
Plan and utilise additional resources required according to finances available 
Consult with all involved to develop program for child 
Identify desired outcomes and goals through consultation 
Review current program to identify how appropriate it is for the child 
Gather detailed information to identify child's needs 
Develop program to address child's needs, in consultation with staff 
Develop and review strategies for on-going communication with all those involved 
Clearly identify and use communication channels 
Regularly evaluate effectiveness of program with all those involved 

Forms

Assessment Cover Sheet

CHCPR613C - Facilitate the development of programs for children with additional needs
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCPR613C - Facilitate the development of programs for children with additional needs

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: