Elements and Performance Criteria

Range Statements
The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

RANGE STATEMENT
CATEGORIES
Environment
organisational health and safety requirements; safe and appropriate dress; and equipment
appropriate clothing and personal equipment
personal hygiene requirements
safety equipment appropriate to the environment
other recommended safety guidelines are
instructional aids should be inspected before use
sun safety guidelines should be followed
hydration guidelines should be followed
designated recreation area should be inspected before use
access to first aid facilities/equipment
conditions and external influences include
environmental/weather conditions
other facility users
spectators
parents
other instructors/staff
Expressions of affection
[all categories]
smiling
eye contact
voice tone
Parenting styles
[all categories]
permissive
authoritarian
authoritative
Recreation equipment and toys
the choice of toys is dependent on the environment and limited only by the instructor's imagination and safety and may include
sporting equipment
educational toys
flotation aids
toys that replicate sport and recreation equipment

Resources
[all categories]
human resources - a ratio of instructors to participants that allows for maximum participation in a safe environment
equipment - a ratio of equipment to participants that allows for maximum participation in a safe environment
access to first aid facilities/equipment
appropriate facilities to conduct instruction in a safe environmen
Stage of development
[all categories]
newborn: birth to 6 months
baby: 7 - 24 months
toddler: 25 - 42 months
pre-schooler: 43 - 60 months

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
evaluate whether conditions are suitable to commence the session
communicate effectively with infants, toddlers and parents
observe participants and recognise when and how intervention should take place to improve relationships
select toys and equipment appropriate to foster social interaction between infants, toddlers and parents in the recreation environment
conduct activities and games to develop relationships
ensure adherence to safety and hygiene policies and procedures
conduct activities and/or games in accordance with the accepted best practice principles of recreation activitie
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRCAQU013B Collect and analyse information on the philosophy and structure of the Australian aquatic industry
Required knowledge and skills
Required knowledge
Infant's and toddler's stages of development
Temperament and personality characteristics
Parenting styles
Toys, activities and games to encourage interaction
Relevant equipment and safety requirements, including occupational health and safety and legislative requirements
Hazards to infants and toddlers in a recreation environment
Required skills
Skills used to conduct developmentally appropriate activities and games, eg, movement, voice, etc
Ability to provide explanations and instructions
Communication skills to exchange information with infants, toddlers and parents in the recreation environment
Risk minimisation skills to maintain a safe and hygienic environment

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
a recreation environment
other equipment
suitable participants
rules, policies and regulations of relevant peak bodies and/or employer organizations
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations
Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment
Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
2
2
2
2
-
2
-
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:
Use routine approaches
Select from routine approaches
Establish new approaches
Collecting, analysing and organising information -
Communicating ideas and information -
Planning and organising activities -
Working with teams and others -
Using mathematical ideas and techniques -
Solving problems -
Using technology -
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.