Plan, implement and monitor leisure and health programs Evidence Guide

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Evidence Guide: CHCRH404A - Plan, implement and monitor leisure and health programs

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

CHCRH404A - Plan, implement and monitor leisure and health programs

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

Gather and record detailed information about client/s

Work in a team with health practitioners and relevant others
Use appropriate methods to assess client/s leisure and health needs according to specific purpose and under the guidance of an experienced worker
Use a variety of recording methods according to the purpose for recording and under the guidance of an experienced worker
Record information using holistic approach to health and well being of client/s
Participate in the analysis of information gained to identify individual strengths, needs, interests and preferences
Maintain confidentiality while observing and recording

Work in a team with health practitioners and relevant others

Completed
Date:

Teacher:

Evidence:

Use appropriate methods to assess client/s leisure and health needs according to specific purpose and under the guidance of an experienced worker

Completed
Date:

Teacher:

Evidence:

Use a variety of recording methods according to the purpose for recording and under the guidance of an experienced worker

Completed
Date:

Teacher:

Evidence:

Record information using holistic approach to health and well being of client/s

Completed
Date:

Teacher:

Evidence:

Participate in the analysis of information gained to identify individual strengths, needs, interests and preferences

Completed
Date:

Teacher:

Evidence:

Maintain confidentiality while observing and recording

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans

Participate in the design of individual programs using a consultative approach based on client's leisure and health needs assessment
Participate in the design of individual program plans using a range of resources and ideas
Participate in the design of individual program plans using a variety of experiences
Participate in the design of individual program plans within the client's life, development and social context
Participate in the design of individual program plans to enhance the health, well being and abilities of the individual
Participate in the design of individual program plans that meet additional and specific leisure and recreation needs of the client
Participate in the design of individual program plans that reflect the philosophy and goals of the service
Participate in the design of individual program plans that are relevant to cultural and social contexts of the individual and their community
Participate in the design of individual program plans that reflect multi-cultural perspective
Document an individual program plan for the client based on information gathered during assessment

Participate in the design of individual programs using a consultative approach based on client's leisure and health needs assessment

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans using a range of resources and ideas

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans using a variety of experiences

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans within the client's life, development and social context

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans to enhance the health, well being and abilities of the individual

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans that meet additional and specific leisure and recreation needs of the client

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans that reflect the philosophy and goals of the service

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans that are relevant to cultural and social contexts of the individual and their community

Completed
Date:

Teacher:

Evidence:

Participate in the design of individual program plans that reflect multi-cultural perspective

Completed
Date:

Teacher:

Evidence:

Document an individual program plan for the client based on information gathered during assessment

Completed
Date:

Teacher:

Evidence:

Implement individual program plans

Contribute to developing the setting and environment for leisure and health activities within constraints of resources, location and client's needs and availability
Contribute to developing timetables that provide structure and flexibility and serve as a communication tool
Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements
Gather and organise resources required for the individual program plan
Organise off-site outings as extension of program where appropriate, according to directions
Maintain ongoing communication with those involved in the program
Identify concerns about current individual program plans and refer appropriately

Contribute to developing the setting and environment for leisure and health activities within constraints of resources, location and client's needs and availability

Completed
Date:

Teacher:

Evidence:

Contribute to developing timetables that provide structure and flexibility and serve as a communication tool

Completed
Date:

Teacher:

Evidence:

Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements

Completed
Date:

Teacher:

Evidence:

Gather and organise resources required for the individual program plan

Completed
Date:

Teacher:

Evidence:

Organise off-site outings as extension of program where appropriate, according to directions

Completed
Date:

Teacher:

Evidence:

Maintain ongoing communication with those involved in the program

Completed
Date:

Teacher:

Evidence:

Identify concerns about current individual program plans and refer appropriately

Completed
Date:

Teacher:

Evidence:

Monitor and evaluate individual program plans

Assess progress of each individual using specified processes
Contribute to regular review of the individual program plan
Regularly document and evaluate individual program plan outcomes according to individual/service requirements
Clearly identify criteria for documentation and evaluation and use for review

Assess progress of each individual using specified processes

Completed
Date:

Teacher:

Evidence:

Contribute to regular review of the individual program plan

Completed
Date:

Teacher:

Evidence:

Regularly document and evaluate individual program plan outcomes according to individual/service requirements

Completed
Date:

Teacher:

Evidence:

Clearly identify criteria for documentation and evaluation and use for review

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 may be assessed either 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

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:

Theories of development

Current documentation requirements and expectations within the profession

Relevant aspects of psychology and behaviour management

Client assessment processes and relevant data collection tools

Data collection methods

Different approaches to program planning and development

Criteria for selecting a specific programming approach

Detailed knowledge of facilitating a variety of learning experiences e.g. art, music, sport

Facilitation techniques

Legal and safety requirements as they relate to activities and programs

Risk assessment processes

Up-to-date information and a range of sources of information is assessed as resources for individual program plan development

Relevant quality improvement and accreditation system principles

Inclusion - non-discriminatory practices and associated legislation

Knowledge and development - build on strengths of individual

Occupational health and safety (OHS) principles and practices

Essential skills:

It is critical that the candidate demonstrate the ability to:

Document an individual program plan

Gather and record detailed information about client/s

Participate in the design of programs

Implement programs according to plan or instruction

Monitor and evaluate individual program plans

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:

respect for different family expectations

observation

communication skills

consultative process

identification of local community resources

OHS principles and practices

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.

Methods to assess may include:	Interview with client, care workers, parents/family Review of care/plan documentation Observation in activity sessions Use of standard proformas

Holistic approach includes consideration of:	Physical health Emotional health Mental health Social health Spiritual health Cognitive health

Individual programs include:	Activities designed to address needs of individuals Activities designed to meet needs identified in research Activities to extend the participation numbers in existing programs Passive and/or active activities Physical, mental, emotional, social and/or spiritual activities Strategies to address barriers to participation Those directed t individual peope and their needs Those directed at the general community Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers Those designed to respond to social, economic and demographic changes

Ideas and suggestions for programming may be gathered from:	Client assessment Colleagues Networks resource workers Workers in other services Newsletters, magazines, articles Publications Professional body

A variety of experiences for use in programs may include:	Excursion/at usual location Familiar experiences/special events Unstructured/structured Indoor/outdoor Busy/quiet experiences Surprising/predictable and planned Challenging/confirming

Client's life, development and social context may include:	Geographic context, e.g. remoteness, buildings, lack of space, isolation Community groupings, alliances and conflicts Historical context of community, e.g. significant events, future plans Social context, e.g. social isolation, crowding and noise Cultural context

All those involved with program design may include:	Individual Staff/care providers Parents/family member Management

Information about an individual's development and social cultural context may be gained by:	Recorded observations Conservation Consulting family/community representatives Written report/records

Philosophy and goals of the service include:	Culturally specific services philosophies Philosophies about people, their development and learning Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:	Leisure Creativity Recreation Holistic care and development Personal attention and flexibility Learning and education Social interaction and development Language development Psychomotor development Cultural identity and knowledge Environmental understanding Confidence with technology Multicultural understanding Education/learning/training Personal development and support (e.g. coping skills) Therapeutic Maintaining and improving cognitive functioning Maintaining and improving physical abilities Promoting social interaction and friendship development Providing an avenue for motional and psychological support Enabling participants to meet their spiritual and religious needs

Identities of individuals may include:	Racial Gender Cultural Social Peer group

Concerns about the current program plans may include:	Gaps Resourcing issues Repetition Aspects where an individual's participation is low

Mobile service may need to design programs particularly targeted to those who are isolated:	Geographically Socially

Resources required may include:	Transport Equipment Venue Equipment and materials Games Leisure activities Curriculum/learning materials Staffing Food and drink Support staff and resource staff Skills of staff

Specialist resources may include:	Professionals with expertise about particular needs Written information Special equipment Information and education videos Resource Networks Family member Bilingual workers Interpreter services Resource units Extra staffing

Additional resources may include:	Worker training Resource centres

Review of the individual program plan may include:	Review of individual with additional needs Review of strategies for meeting needs of individuals within context of whole group

Criteria to assess programs may be in relation to:	Short term and long term goals of program Progress of individual Progress of the group Philosophy and goals of the service Cost effectiveness Appropriate practice Daily programs, weekly programs

NTISthis.com

Evidence Guide: CHCRH404A - Plan, implement and monitor leisure and health programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCRH404A - Plan, implement and monitor leisure and health programs

Gather and record detailed information about client/s

Participate in the design of individual program plans

Implement individual program plans

Monitor and evaluate individual program plans

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _