Application

This unit describes the performance outcomes, skills and knowledge required to identify, plan, implement and evaluate play and leisure experiences for children participating in 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:
• plan, implement and evaluate play and leisure experiences for children between the ages of 5 and 12 years that collectively include:
• two indoor experiences
• two outdoor experiences
• one experience for an individual child
• one experience for a group of children
• one experience that supports development of a fundamental movement skill.

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
• principles of good practice and industry standards for working with children in outside of school hours care
• service policies and procedures relating to:
• safety
• documentation of experience plans
• evaluation of experiences
• budgetary and timeframe requirements for developing and implementing activities and programs in school age care
• development factors relevant to the age group and appropriateness of the activity and program
• play:
• the nature of play
• its importance for children
• features and role of a play-based pedagogy and why it is important
• what represents a quality play experience
• differences between planned play experiences and spontaneous play opportunities
• theories of play and their application to middle childhood (minimum two theories)
• environments, resources and materials that suit different types of play:
• individual
• group
• indoor
• outdoor
• play supporting fundamental movement skills
• how to set up play areas that are:
• safe
• non-threatening
• stimulating
• challenging
• child initiated and led
• promote a sense of belonging and agency
• how to adapt play for differing interests, knowledge, strengths, cultures and abilities
• ways to encourage and engage children in play activities
• how to use a structured process of observation and reflection to improve children’s play experiences
• the interrelationship between play and safety, and measures to minimise risks for children and others
• evaluation processes for school age care programs
• industry standards as they relate to activities delivered in the school age care context
• recommendations in Australia’s Physical Activity and Sedentary Behaviour Guidelines for Children(5-12 years ) or its successors.

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:
• implementation of one indoor experience
• implementation of one outdoor experience
• 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.
Skills related to planning and evaluation of experiences may be demonstrated outside of the service, but must be based on work within a regulated children’s education and care service in Australia.
Assessment must ensure access to:
• an indoor environment
• an outdoor environment
• educational program documentation
• resources that support the specific play and leisure experiences
• information technology for documentation
• National Quality Framework:
• National Quality Standard
• the relevant approved learning framework
• service standards, policies and procedures for:
• educational program and practice
• health and safety
• relationships with children
• school age children between the ages of 5 and 12 years 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': 'interact and engage with children to build rapport; ask open and closed questions and actively listen to seek information and confirm understanding.'}
• {'skill': 'Numeracy skills to:', 'description': 'interpret numerical information in relation to budgets and timeframes.'}
• {'skill': 'Problem-solving skills to:', 'description': 'select appropriate responses to implementation issues.'}
• {'skill': 'Technology skills to:', 'description': 'document experience plans using digital media.'}

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