Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Identify the support needs of children in school age care

1.1 Evaluate specific support needs of the child and match to any existing experiences in the program

1.2 Use appropriate communication techniques to engage children and to identify specific needs

1.3 Consult with supervisor or other staff about particular needs of children including cultural needs, abilities, and developmental and behavioural needs

1.4 Clarify individual children’s support and guidance needs with the child, family, supervisor and other staff prior to working with child

1.5 Recognise and support sibling relationships where appropriate

2. Implement appropriate support and guidance strategies

2.1 Implement strategies to ensure inclusion of children from diverse backgrounds and children with additional needs

2.2 Follow appropriate procedures to minimise effects of aggressive or abusive behaviour in children

2.3 Use age-appropriate approaches and communication to enable children to express their need for support in a range of ways

2.4 Access support from supervisor as required to optimise the child’s participation in school age care

3. Determine effectiveness of individual support provided

3.1 Design and implement appropriate processes for the evaluation and review of individual child support needs

3.2 Ensure support provided reflects organisational procedures, industry standards and respect for the child as an individual

3.3 Regularly consult with supervisor, other staff and family to review effectiveness of support provided in school age care

4. Monitor and adjust support strategies to include review outcomes

4.1 Regularly review information and support provided to children to assess continuing relevance and effectiveness

4.2 Attend meetings with other staff as appropriate to identify and evaluate school age care service

4.3 Identify and discuss problems experienced in providing support to children and develop alternative strategies in collaboration with supervisor, other staff and family

4.4 Make adjustments and implement alternative support strategies as a result of the review process

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

• planned and implemented at least three experiences focusing on different areas or opportunities for children, including:

• using strategies to engage children to participate fully in out-of-school-hours program
• identifying particular support needs of individuals and groups of children
• reviewing individual child’s needs and ensuring program reflects those needs
• consulting with supervisor and family regarding effectiveness of support and development, and alternative support strategies
• reviewing program to determine effectiveness and adjusting support strategies where required

• performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

• how to access:

• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework

• how to navigate through framework and standards documents to find areas relevant to this unit of competency
• evaluative processes for school age care
• principles of inclusiveness
• safety and risk management strategies
• organisational standards, policies and procedures.