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 may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional

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

This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace

Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

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

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:

Understanding of the range of complex needs including physical, emotional, cognitive, sensory, communication, psychiatric and disadvantaged groups

Theories of development in complex needs clients

Theories of inclusion, segregation and integration

Importance and value of empowerment

Different approaches to program planning and development

Respect for different expectations of client, significant others and support staff

Detailed knowledge of facilitating a variety of leisure and health activities

Relevant quality improvement and accreditation system principles

Inclusion - non-discriminatory practices and associated legislation

Knowledge of development - build on strengths of individual

Essential skills:

It is critical that the candidate demonstrate the ability to:

Create an environment which fosters participation

Implement strategies to meet the requirements of clients with complex needs

Outline a personal philosophy about the use of leisure and health programs to promote well being, social justice and equity of clients with complex needs

Assess up-to-date information and a range of sources of information as resources for program development

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:

observation

communication skills

consultative process

identification of local community resources

work health and safety (WHS) principles and practices

sensitivity and empathy when working with clients with special needs

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 with complex needs may include:

Clients requiring multiple service types

Clients with a range of needs that cannot be met by one service type, including:

physical disabilities

intellectual disabilities

mental health issues

aboriginal and torres strait islander

youth

mature aged

ethnic/cultural

HIV/aids

sensory disability

disadvantaged groups, such as homeless

Clients who have family and carer needs that require additional service inputs

Stakeholders and significant others may include:

Care givers

Relatives/friends/partners

Medical and nursing personnel/specialists

Health practitioners

Support networks

Multi-disciplinary team members

Management