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Evidence Guide: CHCOSHC403B - Work effectively with children 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

 

CHCOSHC403B - Work effectively with children in outside school hours care

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

Communicate effectively with a diversity of children in the outside school hours care context

  1. Listen to children to gain an understanding of them as individuals in the care environment
  2. Use communication strategies that encourage relationship building and are age appropriate
  3. Act upon information that the child provides about their needs in the care environment
  4. Use cross cultural communication strategies to engage with children from diverse backgrounds
  5. Adjust communication to ensure the inclusion of children with additional needs
Listen to children to gain an understanding of them as individuals in the care environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies that encourage relationship building and are age appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Act upon information that the child provides about their needs in the care environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use cross cultural communication strategies to engage with children from diverse backgrounds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust communication to ensure the inclusion of children with additional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect an understanding of developmental stage of middle childhood

  1. Consider the developmental stage of the child in all actions and decisions
  2. Evaluate issues in relation to child's development and culture and adjust approaches accordingly
  3. Select activities and resources to promote access, equity, diversity and inclusion of all children in the workplace
  4. Establish guidelines relevant to development age of middle childhood
Consider the developmental stage of the child in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to child's development and culture and adjust approaches accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to promote access, equity, diversity and inclusion of all children in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines relevant to development age of middle childhood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within the framework of outside school hours care

  1. Apply industry standards and best practice approaches to working with children in outside school hours care
  2. Ensure duty of care is applied to all job functions
  3. Follow organisation policies and procedures as required
  4. Establish professional relationship and boundaries with children in care and their families
  5. Identify and report children at risk as required by policy
  6. Apply ethical decision-making in the carer role
Apply industry standards and best practice approaches to working with children in outside school hours care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure duty of care is applied to all job functions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisation policies and procedures as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish professional relationship and boundaries with children in care and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and report children at risk as required by policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply ethical decision-making in the carer role

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:

Child focused practices in the care environment

Development factors relevant to the middle childhood age group and appropriateness of communication and interactions with children in care

Legislation and industry standards as they relate to own job role in outside school hours care

Organisation policies, procedures and guidelines for program development, delivery and evaluation

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

Principles of inclusiveness ,diversity, equity and access in the care environment

Statutory obligations relating to children's health and safety

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

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

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply engagement skills with children with diverse range of presenting issues and experiences

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

Establish a professional relationship that promotes equity and safe practices

Respect and value diversity

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

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:

Analyse information, data and relationships of children in care

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

Reflect upon own practice

Respond appropriately to behaviours of risk

Seek feedback from supervisor about performance

Take into account and use opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

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.

Appropriate communication techniquesmay include:

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

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

Focusing attention on the child speaking

Ignoring distractions

Listening with the senses

Responding to questions

Suspending own opinions and emotions

Taking a position close to the child speaking

Information that the child provides may include about:

Activities/programs

Dislikes

Emotions

Family

Holidays

Needs

Preferences

Relationships

School

Self

Adjust communication to ensure the inclusion of children with additional needs may require the use of:

Assistive technologies

Interpreters professional or family or siblings

Pictures and drawings

Child's development includes:

Cognitive

Emotional

Language

Physical

Psychological

Social

Activities may include:

Cultural needs/activities

Developmental

Homework assistance

Life/social skills

Recreational

Industry standards and best practice approaches refer to:

Any legislated standards and/or regulations of care in out of school hours programs

Standards set down by national and/or state/territory bodies responsible for ensuring the standards of care in out of school hours programs