Unit of competency Outline

Date retreived
22/07/2026 11:00 PM AWST

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Work collaboratively and respectfully with school age children

Work collaboratively and respectfully with school age children

Unit of competency
National Code
CHCSAC008
State Code
ODK26
TGA Status
Current
DTWD Status
Approved
Current Release Number
1.00
Current Release Date
20/07/2021
View on TGA
State Implementation and Classification
Approved Date
30/11/2021
Field of Education
090503 - Children’s Services
Original Release Date
30/11/2021
Nominal Hours
65
Description
This unit describes the performance outcomes, skills and knowledge required to engage and interact with school age children and guide their behaviour in positive ways.This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may work alone or without onsite supervision.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Notes
Elements and Performance Criteria
1. Interact positively with school age children.
  • 1.1. Actively listen to children to gain an understanding of them as individuals in the environment.
  • 1.2. Use communication strategies that encourage relationship-building and are appropriate to the individual.
  • 1.3. Use appropriate approaches and communication to enable children to express their needs in a range of ways.
  • 1.4. Use information that the child provides about their needs to inform all actions and decisions.
  • 1.5. Use cross-cultural communication strategies to engage respectfully with children from diverse backgrounds.
  • 1.6. Use communication techniques that support the inclusion of all children.
2. Support and respect children.
  • 2.1. Organise spaces, resources and routines within scope of own responsibility that reduce potential for stress or frustration in children.
  • 2.2. Support practices and routines that honour children, their families and the community context.
  • 2.3. Show genuine interest in, understanding of, and respect for, all children.
  • 2.4. Comfort children who cry or show signs of distress.
  • 2.5. Respond positively to varying abilities and confidence levels and acknowledge children’s efforts and achievements.
  • 2.6. Model gentle and calm behaviour and provide reassurance even when children strongly express distress, frustration or anger.
  • 2.7. Support children to make choices and experience natural consequences while monitoring risk of physical or emotional harm to the child or another being.
3. Guide children’s behaviour.
  • 3.1. Establish expectations and communicate these in ways that children will understand.
  • 3.2. Involve children in identifying positive behaviours and developing limits and consequences for inappropriate behaviours.
  • 3.3. Provide guidance in a positive and supportive manner.
  • 3.4. Use positive reinforcement and clear verbal and non-verbal responses when children make positive choices.
  • 3.5. Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them.
  • 3.6. Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
  • 3.7. Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem.
  • 3.8. Identify situations where children may need additional support and seek guidance from the relevant party.
4. Reflect on relationships with children.
  • 4.1. Review own skills in developing relationships through reflection and observation of others in the workplace.
  • 4.2. Identify areas for enhancing own skills and seek support and guidance as required.
No information
No information
Replaces
State Code National Code Title Type
WG823 CHCSAC003 Work collaboratively and respectfully with children in school age care Unit of competency