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.


Advocacy on behalf of the child may be directed to:
Other workers
Parents
Schools
Management of services
Family members
Community members
Government departments


Rights include:
Right to be heard and believed
Continuity of care
A safe environment
To be accepted
Freedom from criminal acts
Protection from abuse
Protection of their property
Freedom from discrimination


Needs include:
Health
Emotional and psychological well being
Social participation and development
Development of skills and abilities
Development of personal and cultural identity
Safety


Concerns include:
Troubles and issues expressed by the child such as unmet needs, worries, family problems, practical difficulties and social issues


Stereotypes include those in relation to:
Disabilities
Gender
Culture and race
Familial expectations
Cultural expectations about children's place/abilities
Family structure/composition
Appearance


Challenging stereotypes may be via:
Allaying concerns based on misunderstanding
Providing information to parents and others about the range of expectations about children
Interpreting children's behaviour in a different way

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 best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions
Consistency in performance is best assessed for a range of age groups, a small range of advocacy issues and 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 include access to:
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 of this unit 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