Assessments should require minimal nurneracylliteracy skills and use a fleXlDI
approach relying wherever possible on demonstration of skills which not only
increases the skills and confidence of participants but also directly benefits tho; community through the implementation of various outcomes.
Participants must be made aware of health and safety issues in all situations and demonstrate safe working practices at all times.
As teaching and working areas can be varied due to the delivery in differing communities facilitators must initiate. advocate and support safe working practices at all time and in all environments.

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
A simple chart that has been developed for mothers to use during clinic visits to give an indication of the health of their children eg This could be based on a simple line scale, a set of icons depicting good health through to poor healthwhich is marked on each visit to the clinic or something similar using Aboriginal terminology understood by the mother.
Resource Folder containing
list or drawing of safe places in the community/home to store medication.
pictures of common parasitic infestations the common name for the infestation and the strategy for treatment of the infestations. This strategy can be be either in written form or in pictorial form depending on literacy level of participants.
in section marked 'Children and Babies' five recipes of health and fun foods for children.
list or drawing of activities for children under the heading physical (body) mental (Mind) and environmental (place)
Identify community members who have skills in carungg for babies/children.
Description of an implemented plan to improve the well being of a child physically, mentally and environmentally
Short answer questions - written/oral
Case study: given a case study devise strategies in caring for a sick child
Description of a plan devised during group work and implemented in the community to involve children in activities to improve their fitness

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
Demonstration using appropriate hygiene, choose and preparation of an appropriate milk formula for a baby
Demonstration of the preparation of a nutritious meal and drink for a baby in tbe community using appropriate food preparation hygiene.
Demonstration to some children in the community (class in school, family members) how to brush teeth properly and why it is important.
Group project - Make up a display showing good and bad food for good teeth and
display in a school or community centre
Demonstration to a mother/community member showing them how to bathe a baby/child effectively and safely whilsl explaining to them why this needs to be done on a regular basis.
Simulation exercise on caring for a sick child.
Group Work: Brainstorm and list types of activities that children can participate in to improve their fitness.


Interdependant Assessment of Units
There are no pre-requisite Units for this Unit of Competence

Required knowledge and skills
local community socio-cultural environment
local community physical environment
local communication protocols and practices
local community health issues
common parasites and treatment of parasitic infestations
five food groups
nutritional planning
child development 0-5years
normal temperature range
locations for measuring temperature in a child or baby
oral hygiene
oral hydration of children
occupational health and safety regualtions
traditonal and contemporary Aboriginal child rearing practices

Resource Implications
Suggested Resources For Facilitators
Ngaanyatjarra, Pitjantjatjara Yankunytjatjara Women's Council. (1991) Looking after
Children Grandmothers's Way, Ngaanyatjarra, Pitjantjatjarra Yankunytjatjara
Jolly D. L. (1990) The Impact of Adversity on Child Health - Poverty & Disadvantage", Australian College of Pediatrics.
Gracey. M. Sullivan, H.. Bourke. Y..and Gacey D. (1989) Factors which affect health. growth and nutrition in young children in remote Aboriginal Communities. Australian Paediatric Journal :22:322-3

Suggested Resources for Participants
Ngaanyatjarra, Pitjantjatjara Yankunytjatjara Women's Council. (1991) Looking after
Children Grandmothers's Way, Ngaanyatjarra, Pitjantjatjarra Yankunytjatjara
Videos:
The Aboriginal Health Worker: Australian VHS. (12 min.)
Outlines the duties of the Aboriginal Child Health worker in the important aspects of child rearing.
Public Health Department of Western Australia (Aboriginal Child Health Education)
Failure to Thrive: Australia VHS. (8 min)Deals with issues involved in failure of Aboriginal Children to thrive in the Kimberly Region.
Public Health Department of Western Australia (Infant and Child Care Health Nutrition Committee (Derby)


Assessment Context
This Unit is to be assessed in a classroom and Aboriginal community environment. Assessment should be flexible, use an integratred approach and require minimal English numeracy/literacy skills

Practical demonstrations of skills should be accompanied by short answer questions

Consistency of performance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplementary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.