Unit of competency Outline
Date retreived
23/07/2026 12:18 AM AWST
23/07/2026 12:18 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Prepare client court reports
Prepare client court reports
Unit of competency
National Code
CHCFAM519B
CHCFAM519B
State Code
D2503
D2503
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090907 - Family Law
Original Release Date
17/07/2014
Nominal Hours
50
Description
This unit describes the skills and knowledge required to write reports about client circumstances and situations within the workers professional domain
Notes
Elements and Performance Criteria
1. Collect and prepare material
- 1.1 Interview relevant individuals to obtain factual information and records as required
- 1.2 Collect, analyse and record all sources of information gathered
- 1.3 Analyse information to confirm its authenticity and identify any further information that needs to be obtained,
- 1.4 Prepare information for consideration of courts using established organisation procedures and compliance with any legislative requirements
- 1.5 Liaise with relevant parties to keep them informed of the report progress
- 1.6 Arrange support, within organisation guidelines, for clients during the preparation and final submission of the report
- 1.7 Record, and store information in accordance with legislative requirements and organisation policies and procedures
2. Provide information about the reporting process
- 2.1 Provide information about the progress of the court report preparation to relevant parties as requested
- 2.2 Check levels of client understanding for potential consequences of the submission of a court report where this is part of the workers job role,
- 2.3 Refer the client to experts for exploration of options arising from the preparation and submission of a court report
3. Prepare reports
- 3.1 Record and report only factual information as needed within the professional domain of the worker
- 3.2 Cite sources of information clearly with due regard for confidentiality and privacy and within legislative requirements
- 3.3 Write clearly and concisely using objective statements without value or personal judgement
- 3.4 Ensure the report focuses on the purpose for which it was requested
- 3.5 Prepare a summary or concluding statement at the end of the report and include recommendations if requested and if it is within own professional domain and expertise
- 3.6 Present copies of the file marked confidential to the intended audience and register an entry of its distribution
- 3.7 Present copies of reports to clients where this is a policy of the organisation
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.
Interview relevant individuals may include:
Interviews are to be conducted in accordance with any legislative requirements and regard for confidentiality and informed consent of the client
Relevant individuals:
clients and significant others
specialists
colleagues and other staff with factual and critical knowledge of the client's circumstance
Factual information includes:
Establishing the who, what, when, where, how of the clients circumstance in objective terms
Clients presenting circumstances including, referred by, purpose of engagement, observations of interactions and participation, current situation and any recommendations is appropriate
A level of detail that is descriptive, objective yet not over interpretive and where personal bias and prejudices are not present.
Sources of information may include:
Client interview
Client records
Observational notes and recordings of other staff
Documentation of other services, specialist or agencies as relevant
Interviews with clients significant others
Organisation procedures may include:
Privacy and confidentiality
Access and equity
Information systems obtaining, recording and storing
Information dissemination
Communications
Professional indemnity
Court report and observational note taking
Legislative requirements may relate to:
Family Law
Child Protection
Domestic and Family Violence
Privacy
Child Support (Assessment) Act
Record and store information include:
Recording and storing information in accordance with privacy and confidentiality policies
Ensure that all notes, hard copy or electronic are maintained in a safe secure systems with appropriate backup systems where possible
Ensuring the maintenance of such systems meets legislative and quality assurance standards of the organisation
Arrange support for clients may include:
Family and friends
Community based services
Advocacy
Legal Advice
Child Support Agency
Support and education groups
Experts may include:
Legal advisers
Specialist medical services
Court staff
Government offices
Community based agencies with specific target groups
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.
Interview relevant individuals may include:
Interviews are to be conducted in accordance with any legislative requirements and regard for confidentiality and informed consent of the client
Relevant individuals:
clients and significant others
specialists
colleagues and other staff with factual and critical knowledge of the client's circumstance
Factual information includes:
Establishing the who, what, when, where, how of the clients circumstance in objective terms
Clients presenting circumstances including, referred by, purpose of engagement, observations of interactions and participation, current situation and any recommendations is appropriate
A level of detail that is descriptive, objective yet not over interpretive and where personal bias and prejudices are not present.
Sources of information may include:
Client interview
Client records
Observational notes and recordings of other staff
Documentation of other services, specialist or agencies as relevant
Interviews with clients significant others
Organisation procedures may include:
Privacy and confidentiality
Access and equity
Information systems obtaining, recording and storing
Information dissemination
Communications
Professional indemnity
Court report and observational note taking
Legislative requirements may relate to:
Family Law
Child Protection
Domestic and Family Violence
Privacy
Child Support (Assessment) Act
Record and store information include:
Recording and storing information in accordance with privacy and confidentiality policies
Ensure that all notes, hard copy or electronic are maintained in a safe secure systems with appropriate backup systems where possible
Ensuring the maintenance of such systems meets legislative and quality assurance standards of the organisation
Arrange support for clients may include:
Family and friends
Community based services
Advocacy
Legal Advice
Child Support Agency
Support and education groups
Experts may include:
Legal advisers
Specialist medical services
Court staff
Government offices
Community based agencies with specific target groups
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
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
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
Resource requirements for assessment include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place
Method of assessment:
Observation in the workplace (if possible)
where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
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 assignments/projects or questioning on essential knowledge and skills and consideration of required attitudes
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
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
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
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
Resource requirements for assessment include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place
Method of assessment:
Observation in the workplace (if possible)
where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
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 assignments/projects or questioning on essential knowledge and skills and consideration of required attitudes
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| D315 | CHC51108 | Diploma of Children's Contact Services Work | Qualification |