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Evidence Guide: CHCOSHC401A - Support children to participate in outside school hours care

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCOSHC401A - Support children to participate in outside school hours care

What evidence can you provide to prove your understanding of each of the following citeria?

Identify the support needs of children in outside school hours care

  1. Assess specific support needs of the child and match to any existing experiences in the program
  2. Use appropriate communication techniques to engage children and to identify specific needs
  3. Consult with supervisor about particular needs of children including cultural, abilities and developmental and behavioural needs
  4. Ensure knowledge of individual children's support and guidance needs is clarified with parents/carers, supervisor and child prior to working with child
  5. Recognise and support sibling relationships where appropriate in the care environment
Assess specific support needs of the child and match to any existing experiences in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate communication techniques to engage children and to identify specific needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with supervisor about particular needs of children including cultural, abilities and developmental and behavioural needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure knowledge of individual children's support and guidance needs is clarified with parents/carers, supervisor and child prior to working with child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and support sibling relationships where appropriate in the care environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate support and guidance strategies in care environment

  1. Implement strategies to ensure inclusion of children from diverse backgrounds and children with additional needs
  2. Define and implement appropriate procedures to minimise effects of aggressive or abusive behaviour of children
  3. Use age appropriate approaches and communication to enable children to express their need for support in a range of ways
Implement strategies to ensure inclusion of children from diverse backgrounds and children with additional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define and implement appropriate procedures to minimise effects of aggressive or abusive behaviour of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use age appropriate approaches and communication to enable children to express their need for support in a range of ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine effectiveness of individual support provided

  1. Design and implement appropriate processes for the review of individual child support needs
  2. Access support from supervisor as required to optimise the child's participation in outside school hours care
  3. Ensure support provided reflects organisation procedures, industry standards and respect for the child as an individual
  4. Regularly consult with supervisor and family to review effectiveness of support provided in outside school hours care
Design and implement appropriate processes for the review of individual child support needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access support from supervisor as required to optimise the child's participation in outside school hours care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure support provided reflects organisation procedures, industry standards and respect for the child as an individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly consult with supervisor and family to review effectiveness of support provided in outside school hours care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and adjust support strategies to include review outcomes

  1. Regularly review information and support provided to children to assess continuing relevance and effectiveness
  2. Attend meetings with other staff as appropriate to identify and evaluate outside school hours care service
  3. Identify and discuss problems experienced in providing support to children and develop alternative strategies in collaboration with supervisor and/or family
  4. Make adjustments and implement alternative support strategies as a result of the review process
Regularly review information and support provided to children to assess continuing relevance and effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend meetings with other staff as appropriate to identify and evaluate outside school hours care service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss problems experienced in providing support to children and develop alternative strategies in collaboration with supervisor and/or family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make adjustments and implement alternative support strategies as a result of the review process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Required Skills and Knowledge

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:

Legislation and industry standards for outside school hours care

Principles of inclusiveness and diversity in the care environment

Support strategies for ensuring participation of children in outside school hours care

Organisation policies, procedures and guidelines

Child and family specific consultation and engagement principles for seeking feedback on service provision

Safety issues and risk management strategies for children's health and safety in a variety of contexts:

excursions and travel situations

outdoor and indoor play areas

appropriate meal preparation and provisions based on national guidelines for nutrition of children and adolescents

allergies and related medications

basic home fire safety

child protection issues

safety of staff

Evaluative processes for outside school hours care

Strengths-based approaches to support children's participation in outside school hours care

Human rights declarations and conventions on the rights of the child

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement procedures relating to services offered by outside school hours care including, experiences, programs, inclusive practices, behaviour support

Maintain safety of children in all outside school hours care contexts

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:

Interpersonal communication with children (specifically skills such as listening, observation, leading discussions, questioning, clarifying)

Planning with a team within the outside school hours care environment

Engagement strategies for children to participate fully in out of school hours program

Seek feedback from Supervisor about performance

Identify particular support needs of individual and groups of children

Respond appropriately to behaviours of risk

Range Statement

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.

Support need may include:

Communication

Physical aids/equipment

Encouragement

Transport

Cultural needs/activities

Life/social skills

Homework assistance

Provision of information

Hygiene issues

Provision of food and drink

Linking with siblings and/or peers

To have needs heard

Appropriate communication techniquesmay include:

Focusing attention on the child speaking

Taking a position close to the child speaking

Ignoring distractions

Suspending own opinions and emotions

Listening with the senses

Demonstrating interest in the topic using body language (e.g. make eye contact, lean forward, nod)

Responding to questions

Checking understanding through restating using own words, summarising or asking questions

Developmental may refer to:

Cognitive, social, psychological, physical and emotional needs

Minimise effects of aggressive or abusive behaviour may include:

At risk behaviours

A range of alternative strategies

Quick response actions

Behaviour support plans

Protocols of behaviour

Implement appropriate processes for the review of individual child support needs may include:

Feedback interviews with parents

Consultation with supervisor

Observations of children's participation

Review of child's records of attendance and participation

Organisation procedures, industry standards may include:

Ethical behaviour and codes of conduct

Privacy and confidentiality

Access and Equity

Program planning

Excursions and outings

Inclusion

Notifications processes

Behaviour support

Accreditation standards

Health and safety issues may include:

Gates on stairs

Covers on electrical sockets

Removal/locking away of dangerous substances.

Close supervision of any children in kitchens

Fences and gates, locking mechanisms

Out of bounds areas

Vacuuming/sweeping floors to remove small or dangerous objects

Particularly close supervision in some areas

Placing babies/infants to sleep in positions recommended for prevention of SIDS

Children being seated and supervised at meal and snack times

Sun safe practices

Basic home fire safety includes knowledge of:

High fire risk groups

Behaviour that may contribute to fire injury and/or fatality

Role of a working smoke alarm

Types of smoke alarms

Optimum placement of smoke alarms

Smoke alarm testing and cleaning

Referring client for smoke alarm installation and maintenance