Elements and Performance Criteria

Methods of assessment may include:
Interview with client, careworkers, parents/family
Review of care/plan documentation
Observation in activity sessions
Use of standard proformas

Holistic approach includes consideration of:
Physical health
Emotional health
Mental health
Social health
Spiritual health

Programs include:
Routines
Transitions
Organisation of time and space
Experiences
Interactions

Ideas and suggestions for programming may be gathered from:
Colleagues
Networks resource workers
Workers in other services
Newsletters, magazines, articles
Publications

Programs may include a variety of experiences:
Excursion/at usual location
Familiar experiences/special events

Unstructured/structured
Indoor/outdoor
Busy/quiet experiences
Surprising/predictable and planned

Challenging/confirming

The context of the individual's lives may include:
Geographic context, eg. remoteness, buildings, lack of space, isolation
Community groupings, alliances and conflicts
Historical context of community, eg. significant events, future plans
Social context, eg. social isolation, crowding and noise
Cultural context

All those involved with program design may include:
Individual
Staff/care providers
Parents/family member
Management

Information about an individual's development and social cultural context may be gained by:
Recorded observations
Conservation
Consulting family/community representatives
Written report/records

Service philosophies include:
Culturally specific services philosophies
Philosophies about people, their development and learning
Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:
Creativity
Recreation
Holistic care and development
Personal attention and flexibility
Learning and education
Social interaction and development
Language development
Psychomotor development
Cultural identity and knowledge
Environmental understanding
Confidence with technology
Multicultural understanding

Identities of individuals may include:
Racial
Gender
Cultural
Social
Peer Group

Concerns about the current program could include:
Gaps
Resourcing issues
Repetition
Aspects where an individual's participation is low

Mobile service may need to design programs particularly targeted to those who are isolated:
Geographically
Socially

Resources required may include:
Transport
Equipment
Venue
Equipment and materials
Curriculum/learning materials
Staffing
Food and drink
Support Staff and resource staff
Skills of staff

Specialist resources may include:
Professionals with expertise about particular needs
Written information
Special equipment
Information and education videos
Resource Networks
Family member
Bilingual workers
Interpreter services
Resource Units
Extra staffing

Additional resources may include:
Worker training
Resource centres

Review of current program could include:
Review of individual with additional needs
Review of strategies for meeting needs of individuals within context of whole group

Criteria to evaluate programs may be in relation to:
Short term and long term goals of program
Progress of individual
Progress of the group
Philosophy and goals of the service
Cost effectiveness
Appropriate practice
Daily programs, weekly programs

Critical aspects of assessment must include:

Ability to:

Gather record detailed information about client(s)
Facilitate the design of programs
Co-ordinate the implementation of programs
Monitor and evaluate program

Context of assessment:
This unit may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place.

Underlying knowledge, skills and attitudes may include:
Theories of development
Different approaches to program planning and development
Criteria for selecting a specific programming approach
Assessment of key variables to guide decision making about programming approach
Respect for different family expectations
Detailed knowledge of facilitating a variety of learning experiences eg. art, music, sport
Able to state and outline a personal philosophy about development through programming which considers theories of development, learning, social justice and equity
Up-to-date information and a range of sources of information is assessed as resources for program development
Relevant quality improvement and accreditation system principles
Inclusion - non-discriminatory practices and associated legislation
Knowledge and development - build on strengths of individual
Observation
Communication skills
Consultative process
Identification of local community resources
OHS principles and practices