Application

This unit describes the performance outcomes, skills and knowledge required to identify, implement and monitor support strategies to guide children’s effective participation within the framework of school age care.
This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may at times work alone without onsite supervision.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

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:
• identify, document, implement and monitor support strategies to meet the needs of three different children in school age care on at least one occasion for each child
• 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
• collaborative partnerships with families and communities
• educational program and practice
• physical environment
• relationships with children
• development factors relevant to the middle childhood age group
• different types of support needs in school-age care:
• behavioural
• cultural
• developmental:
• cognitive
• communication
• emotional
• physical
• social
• homework assistance
• sibling connection
• principles of inclusion and diversity and their application in the context of school age care
• ways to evaluate needs of children in middle childhood, who should be involved, and the factors that impact support needs
• communication techniques and their specific application to communication with children in middle childhood:
• active listening
• questioning
• verbal
• non-verbal
• the role and importance of collaboration in the planning and provision of support, and who should be involved:
• children
• families
• colleagues
• other educators
• school staff
• other professionals working with the child
• methods for evaluating the success of support strategies
• strengths-based approaches to support children’s participation in school age care.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:
• performance evidence may be collected through authenticated third-party reports
• 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:
• resources that support specific support strategies
• information technology for documentation
• National Quality Framework:
• National Quality Standard
• the relevant approved learning framework
• service standards, policies and procedures for:
• collaborative partnerships with families and community
• educational program and practice
• health and safety
• partnerships with family
• relationships with children
• educators for collaboration
• school age children in a regulated children’s education and care service.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Foundation Skills

• {'skill': 'Reading skills to:', 'description': 'interpret service policies and procedures.'}
• {'skill': 'Writing skills to:', 'description': 'record information according to service policies and procedures.'}
• {'skill': 'Oral communication skills to:', 'description': 'ask open and closed questions and actively listen to seek information and confirm understanding; interact and engage with children, families and colleagues to build rapport.'}
• {'skill': 'Initiative and enterprise skills to:', 'description': 'determine appropriate strategies to support children’s individual needs; determine and use appropriate template for reporting, according to service policies and procedures.'}

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