Elements and Performance Criteria

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.


Information may be gathered about:
Members of the family
Custodial arrangements for the child
Hours of care requested
How soon care is required
Language/s used by the child and in the home
Additional needs of the child e.g. Language support, health needs
Special care requirements of the child
Financial constraints
Eligibility for fee relief
Special access criteria that apply
Preferences for care provision e.g. Location, staffing
Cultural background
Health status
Immunisation status
Needs and routines of the child


Information about the needs for service may be gathered from:
Parents
Other family members
Health professionals
Schools and other community organisations
Community members acting as advocates for the child or family


Information may be gathered via:
Enrolment interviews
Parent interview/phone conversations


Strategies to ensure effective communication may include:
Use of interpreters
Parent accompanied by advocate
Pictures and non-verbal communication
Alternative communication systems


Provide information about the servicemay include:
Program model
Philosophy and purpose
Policies and procedures
Fees
Rebates
Assistance schemes
Service guidelines
Legislative/regulatory requirements


Formats for information provided may include:
In language used by the parents
Plain English


Issues to be communicated about availability of the service include:
Vacancies
Waiting lists
Process for application
Priority of access


Strategies to ensure the service is open to family members may include:
Visits
Opportunity to meet staff
Participation in program
Unhurried arrival and farewell times


Feedback from parents may be sought about:
The child's experience in the service
The parent's experience in using the service
Suggestions for improvements


Guidelines of the service that family members should follow may include:
Schedule for fee payments
Procedure for collecting ill child


Procedures parents need to follow may include:
Signing
Notifying absences
Fee payments procedures
Service procedures regarding nappy use/disposal

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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations


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 of this unit include access to a range of opportunities defined in the Range Statement, including:
a childcare workplace
children's services, resources and equipment
the local environment


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