Assessment Requirements for CHCSAC009 Support the holistic development of children in school age care

Release: 1

Assessment Requirements for CHCSAC009 Support the holistic development of children in school age care

Modification History

Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

support the holistic development of children in the following age groups:

5 – 7 years

8 – 12 years

support the holistic development of children in each of the above age groups during two different experiences for each age group that collectively provide opportunities for development in the following areas:

cognitive

communication

emotional

physical

social

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work with school age children in a regulated children’s education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

introductory-level child development:

early brain development and importance for future educational success

major developmental milestones from 5 -12 years:

cognitive

communication

emotional

physical

social

influences on development

variations in development

development in the context of inclusive practice

indicators of:

risk

atypical development

behaviour changes in the child

foundational knowledge of developmental theory

aspects of poor early childhood development:

poor diet

lack of play

limited stimulation of brain development

lack of materials and resources

inconsistent or non-existent emotional support or comfort

trauma

other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts

the educational program planning cycle and process and how it is based on child development

symbol systems including letters, numbers, time, money and musical notation

service standards, policies and procedures for:

educational program and practice

health and safety

physical environment

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

support of two experiences

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party evidence must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Assessment must ensure access to:

educational program documentation

resources that support the specific play and learning experiences covering all developmental domains

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service policies and procedures for:

educational program and practice

health and safety

physical environment

relationships with children

school age children as specified in the Performance Evidence between 5 and 12 years of age in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53