Trainer Guide
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Trainer Guide CHCFC301A - Support the development of children CHCPR303D - Develop understanding of children’s interests and developmental needs CHCCS400A - Work within a relevant ethical and legal framework © Commonwealth of Australia 2012 | 1 © Commonwealth of Australia 2012 BY-NC-SA This work is copyright. Except where otherwise indicated, and save for the Commonwealth Coat of Arms, the Department has applied the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Australia Licence to this work. The Department of Education, Employment and Workplace Relations must be attributed as the author of the Department’s copyright material. As far as practicable, material for which the copyright is owned by a third party has been clearly labelled. The Department has made all reasonable efforts to ensure that this material has been reproduced on this website with the full consent of the copyright owners. 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ISBN: 978-1-876838-69-0 Trainer Guide 4 Learner Workbook 4 Access and equity 4 Learners with LLN needs 5 Identifying LLN needs 5 LLN levels 6 How should you approach learners with LLN needs? 10 Some training strategies for learners with LLN needs 10 Design of resources 10 Learner management 10 Scaffolding learning 11 Additional resources 17 Podcasts 18 CHCFC301A ...................................................................................................... 18 Activity 2: Listen to Evie ................................................................................... 18 Activity 9: Listen to Toula and Rachael ........................................................... 18 Activity 11: Listen to Robert ............................................................................ 19 CHCPR303A...................................................................................................... 19 Activity 8: Listen to Ben ................................................................................... 19 CHCCS400A...................................................................................................... 20 Activity 1: Listen to Evie ................................................................................... 20 Assessment checklists 21 Trainer Guide This Trainer Guide provides: Information on supporting learners with LLN needs Identified scaffolding for learners with LLN needs Listed additional resources Script of podcasts Learner Workbook The Learner Workbook style and content is designed to be as clear and accessible as possible for the learner. Icons used in the Learner Workbooks include: Complete an activity Listen to a podcast Participate in a discussion Pay attention to something of interest Access and equity People with differing needs and abilities should have the same opportunities to successfully gain skills, knowledge and experience through education and training. Trainers and their organisations should work to remove barriers and provide the supports people need to access, participate and achieve, irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities or location. For students with disabilities, training organisations may make adjustments to ensure equal opportunity. Reasonable adjustments are designed to minimise the disadvantage experienced by learners with a disability and can include administrative, physical or procedural modifications. © Commonwealth of Australia 2012 | 4 Learners with LLN needs The 2012 Community Services and Health Industry Skills Council environmental scan identified the Australian Bureau of Statistics findings that approximately 40 per cent of employed and 60 per cent of unemployed Australians had poor or very poor literacy and/or numeracy skills. The 2006 ALLS survey confirms that 50% of workers in the community service sector have literacy skills below the "minimum required for individuals to meet the complex demands of everyday life and work". http://www.pc.gov.au/research/staffworkingpaper/literacy-numeracy-labour-outcomes Identifying LLN needs The identification of learners with Language, literacy and numeracy (LLN) needs is achieved by assessment against the Australian Core Skills Framework (ACSF). This assessment must be conducted prior to the commencement of training. The ACSF can be downloaded from the Department of Education, Employment and Workplace Relations (DEEWR) website: http://www.deewr.gov.au/Skills/Programs/LitandNum/ACSF/Pages/download.aspx The ACSF can be used to identify and describe an individual’s performance in any of the following core skills: Learning Oral communication Reading Numeracy Writing 5 | © Commonwealth of Australia 2012 Assessment of a learner’s LLN levels may indicate that a learner operates across different levels within a core skill, demonstrating some performance features across two or more levels, or performing more strongly in one domain of communication than in another. It is also likely that an individual will not perform at the same ACSF level across all five core skills. For examples of this, view the scenarios shown on pages 13, 14 and 15 of the ACSF. Trainers with a Certificate IV in Training and Assessment (or equivalent skills and knowledge) will be able to interpret LLN assessment results and plan appropriate training activities. Learners will need support to complete activities and reach the required competency levels. LLN levels LLN levels for units: CHCCS400A Work within a relevant legal and ethical framework CHCPR301A Support the development of children CHCPR303D Develop understanding of children © Commonwealth of Australia 2012 | 6 Table 1: ACSF Summary Level Reading Writing Oral Communication Numeracy Learning 2.03 2.05 3.07 Not explicit in any unit 2.04 2.06 3.08 Oral and visual learning compensating for unlikely access to academic texts and real legal documents for high level conceptual knowledge © Commonwealth of Australia 2012 | 7 Table 2: Mapping All Units Reading Writing Oral Communication Numeracy Learning Employability summary Reading and interpreting workplace related documentation, such as safety requirements and work instructions Writing to address audience needs, such as work notes and reports Listening to and understanding work instructions, directions and feedback, including communicating with children Speaking clearly/directly to relay information, including to children Applying numeracy skills to workplace requirements involving measuring and counting Learning in a range of settings including informal learning Participating in ongoing learning Contributing to the learning of others (eg. by sharing information) Listening to and resolving concerns in relation to workplace issues Participating in developing own learning plans (eg. as part of performance management) Mode of communication is not specified (presume at this level to be mostly negotiated orally) Negotiating responsively (eg. re own work role and/or conditions, and with clients, including children ) Sharing information (eg. with other staff and clients, including children) Register will be important Articulating own ideas and vision (ie. within a team or supervised work context) Being appropriately assertive (eg. in relation to safe or ethical work practices and own work role, including with children) Empathising (eg. in relation to others, including with children © Commonwealth of Australia 2012 | 8 Units Reading Writing Oral Communication CHCCS400A Follow policies, protocols and procedures Reporting Reporting Progress reports Verbal - face to face and telephone Standards and codes of practice Numeracy Learning Case notes Incident reports Range – Guidelines and practices developed to address requirements Skills and knowledge Apply reading and writing skills required to fulfill work role in a safe manner and as specified by the organisation Apply oral communication skills required to fulfill work role in a safe manner and as specified by the organisation CHCPR301A Story reading Story telling Verbal and written language Fun and serious styles Skills and knowledge Interpersonal Active listening Communicate with children CHCPR303D Use information and records to plan Recording observations according to requirements Skills and knowledge Report writing Interpersonal interaction Information is discussed 9 | © Commonwealth of Australia 2012 How should you approach learners with LLN needs? LLN learners may have highly developed skills in languages other than English. Where appropriate, support these learners to use their previous learning strategies in the context of childcare. Ensure learners are aware of support services provided by your RTO. Some training strategies for learners with LLN needs Be aware of the LLN needs of your learners and adapt your training strategies to maximise their chances of learning. REMEMBER: The LLN level of the training, resources and assessment tasks should be no higher than that of the work learners are training to do. If learners have trouble reading questions and/or writing answers, and the LLN level required is above what they would need in their workplace, then oral questions and answers should be used as a substitute. Here are some strategies that support learners with LLN needs. Design of resources Check the language level of your resources. Make sure it is no higher than the level required by the qualification and the job. Learner management In the learning environment (whether it is a classroom or a work space), arrange the furniture so everyone can see and hear easily. This also creates a sense of personal connection with the trainer, rather than a feeling of being invisible in a large group. If you are conducting training in the workplace, make sure the learner’s supervisor has been notified and ensure you have a quiet, private place to help your learner. Encourage students to ask questions by: asking students to discuss ideas in pairs and then ask a question back to the group asking each learner to write one question in each training session reminding students that many people may have the same question and just be waiting for someone to speak up and ask that question. Point out that this is how we learn, and that it is not a sign of failure but a strategy that the best learners use. Check regularly that learners have really understood the material you are presenting. Be aware that in some cultures nodding and saying ‘yes’ can mean ‘I’m listening’ and not ‘I understand’. © Commonwealth of Australia 2012 | 10 Also don’t just ask, “Have you got that?” Ask them to actively use the information in some way e.g. give an example, retell it in their own words, or answer a specific question. Be alert for non-verbal signs that a learner doesn’t understand e.g. confused looks, frowning, leaning over to ask a neighbour, spending a lot of time doing preliminary arranging instead of tackling a task, never volunteering to answer a question. Scaffolding learning Scaffolding is the support provided to learners to assist them in their movement from existing knowledge and skills to understanding new information and the development of new skills. The level of support required by learners will vary and may be achieved through advice and/or modelling from a trainer, mentor or peer, practical demonstration or well developed learning resources. For more information on scaffolding go to the website: Scaffolding Learning Strategies | eHow.com The following scaffolding has been adopted throughout the learning resources. Skill Reading Scaffolding provided Headings are used to structure information Information presented in small chunks Dot points used Simple grammatical forms used throughout Technical language introduced Images to support understanding of text and associate to workplace environment Glossary provided Trainer or workplace mentor involvement recommended as support to interpret or provide context Reading tips Talk to learners about the structure of procedural texts. Use the learner workbook as an example; take them through a workbook explaining the use of headings, subheadings and sections. Talk to learners before they commence reading texts. Inform them of the content of the text and ask what they know about the content. Encourage learners to think about the purpose of the text, who it’s written for and what it might contain. Make a list of new technical terms the learners are likely to read in the text. Explain the meaning of these terms. Explain the purpose of skimming and how to do it – reading the first sentence of paragraphs to get an idea of the meaning of a large document. 11 | © Commonwealth of Australia 2012 Explain the purpose of scanning and how to do it – when reading text dense information look for particular words and/or headings to assist in locating specific information. Read text from a workbook out loud to learners. Show how a highlighter can be used to help identify and read text presented in a table. Skill Writing Scaffolding provided Opportunity to develop writing skills through activities Written examples provided prior to learner activities Written examples provided for learners to follow when completing activities Discussion with workplace mentor suggested as scaffolding prior to writing Key words provided in glossary Writing tips To assist spelling, encourage learners to develop word lists. When writing to complete a form, explain the reason and purpose of the form. Demonstrate how to fill out a form and show examples of completed forms. Encourage learners to write a first draft or simple dot points to start; these can then be further developed. Review written drafts and provide advice on headings, paragraph and sentence structure. Advise learners that reports must be written using clear language and contain facts only. Skill Oral communication - Listening Scaffolding provided 5 podcasts available for learners to listen and replay as necessary Learning point of each podcast highlighted in workbook prior to listening Text of podcasts available for students to follow along Listening tips Provide learners with the following advice on listening. Explain listening is a skill that requires focus and attention; explain it may also be necessary to ask the speaker to explain the meaning of words you are unsure of. To make sure you have understood what has been said, repeat back to the speaker your understanding and ask them to confirm if it is correct. If you are unsure of the meaning of what has been said ask the speaker to clarify or explain it in a different way. Explain the role observation of body language plays in listening and understanding information or a message. Explain some differences that exist between cultures; for example how eye contact is viewed differently by different cultures. © Commonwealth of Australia 2012 | 12 Skill Scaffolding provided Oral communication Discussions with workplace mentor and colleagues encouraged throughout - Some activities are supported by small group discussion Speaking Opportunities presented to ask for information from childcare centres Podcasts provide models of language in use Speaking tips Explain and demonstrate the role register has in conveying information orally. Model the language you wish learners to use. Conduct a conversation to demonstrate how you would approach a person to ask for information or advice. Discuss and explain question types (open ended and closed) Give examples of each and explain how and where they may be used. Explain some rules for good communication in a group e.g. taking turns to speak, allowing sufficient time for each individual, be respectful and considerate of others regardless if you agree or disagree. Role play allows development of listening and speaking skills. When facilitating a role play: ensure learners are clear about their roles encourage learners to take turns speaking and listening encourage learners to think of and use open and closed type questions as appropriate encourage use of questioning and repeating what is said to confirm understanding encourage learners to use appropriate language and register. 13 | © Commonwealth of Australia 2012 Learner workbook activities to assist the development of reading, writing and oracy skills. Unit - Activity Skills Actions CHCFC301A Reading Reading and interpreting questions CHCFC301A Listening Listening to gain information Activity 2 Writing Modelling appropriate workplace language Activity 1 Recording information CHCFC301A Reading Reading and interpreting questions CHCFC301A Listening Activity 4 Speaking Discussing and listening to personal experiences in a group Activity 3 Writing CHCFC301A Speaking Activity 5 Listening Writing CHCFC301A Using knowledge of these experiences to document an activity for children Contacting and seeking information from persons at childcare centre Recording information in a table Writing Modifying sentences to gain an understanding of positive communication CHCFC301A Listening Activity 7 Speaking Seeking information from others to improve awareness and understanding of diversity and different cultures Activity 6 Using questioning and interviewing strategies to get information CHCFC301A Speaking Activity 8 Listening Writing Contacting and seeking information from persons at childcare centre Recording information in a table CHCFC301A Listening Listening to gain information Activity 9 Writing Writing ideas and thoughts CHCFC301A Listening Activity 10 Writing Developing an understanding of body language as a communication form Writing lists of stories, songs and rhymes CHCFC301A Listening Listening to gain information Activity 11 © Commonwealth of Australia 2012 | 14 CHCFC301A Reading Reading and interpreting questions Activity 12 Writing Completing sentences by filling in the missing word CHCFC301A Writing Writing ideas and thoughts Activity 13 Speaking Sharing information with others, listening to others Listening CHCFC301A Speaking Activity 14 Listening Writing Contacting and seeking information from persons at childcare centre Recording information CHCPR303D Reading Reading and interpreting questions Activity 1 Speaking Discussion in a group or one on one situation Listening Recording information in a table Writing CHCPR303D Reading Reading and interpreting a written observation Activity 2 Writing Writing information CHCPR303D Reading Reading and interpreting questions CHCPR303D Reading Reading and interpreting a written scenario Activity 4 Writing Writing information and questions CHCPR303D Speaking Activity 5 Listening Contacting and seeking information from persons at childcare centre Activity 3 Reading Writing Discussion with colleague or peer Reading and interpreting organisational format for recording data Writing ideas and thoughts CHCPR303D Reading Reading and interpreting a written scenario Activity 6 Writing Writing questions CHCPR303D Speaking Contacting a childcare centre Activity 7 Listening Observing, listening and recording an activity at childcare centre Writing CHCPR303D Listening Listening to gain information Activity 8 Speaking Recording information CHCPR303D Reading Activity 9 Writing Reading and interpreting scenarios and questions Writing activities 15 | © Commonwealth of Australia 2012 CHCPR303D Reading Reading and interpreting scenarios Activity 10 Speaking Discussing scenarios Listening Writing Developing written actions to scenarios CHCCS400A Listening Listening to gain information Activity 1 Writing Recording information CHCCS400A Reading Writing text for ordering of sentences Activity 2 Writing CHCCS400A Listening Activity 3 Speaking CHCCS400A Reading Seeking and reading information Activity 4 Writing Recording information CHCCS400A Listening Activity 5 Speaking Listening and acknowledging other person’s view point Writing Engaging in discussion to improve understanding Presenting opinions in a considered manner Taking notes from discussion Provision for conducting role play CHCCS400A Reading Reading and interpreting scenario Activity 6 Writing Writing ideas and thoughts CHCCS400A Reading Seeking and reading information Activity 7 Writing Recording information CHCCS400A Reading Seeking and reading information Activity 8 Writing Recording information CHCCS400A Speaking Contacting a childcare centre Activity 9 Listening Reading and interpreting a policy Reading Recording information Writing © Commonwealth of Australia 2012 | 16 Additional resources Websites: Taking the Lead - www.takingthelead.com.au Information, advice and practical tips for developing core LLN skills in the service industries Australian Council for Adult Literacy - http://www.acal.edu.au/ Adult literacy and numeracy support National Centre for Vocational Education Research (NCVER) http://www.adultliteracyresource.edu.au/Literacyportals Information presented by the National Centre for Vocational Education Research (NCVER) for literacy practitioners Community Services & Health Industry Skills Council https://www.cshisc.com.au Access to WELL resources relevant to community services and health industry MW Training consultants http://mwtrain.com.au/index.php?option=com_virtuemart&category_id=88&page=shop.bro wse&Itemid=56&vmcchk=1&Itemid=56 Language, Literacy & Numeracy (LLN) resource manuals and books YouTube links: http://www.youtube.com/watch?v=_733iLdgE30&feature=related http://www.youtube.com/watch?v=YUnSj_fD6XY&feature=related http://www.youtube.com/watch?v=iQqAUfhSzTQ&feature=related 17 | © Commonwealth of Australia 2012 Podcasts Below are the scripts for the 5 podcasts included in the resources. Copies of the scripts can be made available to learners if appropriate for their needs. CHCFC301A Activity 2: Listen to Evie Evie: We should look at the child as a whole because there are several factors that contribute to development of the child. One would be the family, one would be community, one would be sometimes it’s the learning style of the child and when we look at the child there are different developmental areas we would like to consider which are the social, emotional development, physical development, cognitive development and so on and so forth. So when we say development of the child, one of the factors, like what I said is the family, the family make up, for example if the child belongs to a large family the child will have a lot of people to interact with, so that definitely makes a big impact on his or her development. Another thing is I mentioned a while ago is about cognitive development, so the amount of stimulus or the amount of… what do you call this, the amount of opportunity so the child is able to engage in or experiences greatly affects the child’s different skills. We believe the environment is the third teacher, which means that aside from our interactions and the different play experiences we provide, an engaging environment helps the child settle and helps the child have the self-confidence to explore. So which means that when we set up experiences in the childcare setting we should have a range of different experiences. For example experiences that encourage the child to develop their gross motor skills or their fine motor skills, their thinking skills, for example for the thinking skills puzzles or books that help them identify pictures or develop their language as well. For example in dramatic play, dramatic play encourages children to develop their social and emotional skills. So playing with other children, playing alongside or sharing toys and equipment. So we need to provide a vast range of different experiences to cover all those developmental areas. Activity 9: Listen to Toula and Rachael Toula: I’ve noticed Ravi’s English language skills are developing a little more slowly than some of the other children. I’d like to encourage him to speak more and join in more conversations so he can practice his speaking. What do you think? Rachael: Well I think you should check the records to see what his interests are, then you can start a conversation with him about something he likes – he’ll be more interested in listening and engaging then. © Commonwealth of Australia 2012 | 18 Toula: That’s a great idea – I know he’s interested in dinosaurs so I could use that as topic of discussion. Rachael: Good, and to open the conversation I’d suggest you start by asking a couple of questions, like “Ravi, do you like dinosaurs?” and “Which is your favourite dinosaur?” These are closed questions and only need a short reply. Toula: I see, so you make it easy for him to answer and start talking. Rachael: Yeah that’s right, and it helps to build trust, then you can add in an open ended question like “Why do you like dinosaurs?” That will get him thinking and give him the opportunity to say more. Rachael: And of course you should model the behaviour you want to encourage, so listen carefully to what he says and show him you’re interested in what he’s saying. Activity 11: Listen to Robert Robert: It’s my view that we should really encourage creativity in children; give them the opportunities and encourage them to explore the world around them. What I try to do in the childcare centre is allow plenty of time for creative play, and I also supply plenty of things to stimulate them, things like pictures, photographs, or plastic representations of real things, things like plants, flowers or animals. When the children are involved in a creative activity I make sure I let them make their own choices or decisions, for example if we’re painting I won’t tell them what to paint or tell them what colours to use, I’ll ask them what they’d like to paint – and I always respond positively to what they do – you always have to remember it’s their work and it’s their way of expressing themselves. It’s amazing what they can come up with, and when it’s a group activity the children will observe each other and start to mimic or copy, but then they’ll put their own twist on it it’s a great demonstration of their creativity. CHCPR303A Activity 8: Listen to Ben Ben: The first thing you need to think about when planning an outdoor activity is safety: the area and the activity you plan needs to be safe for the children. This means a number of things – making sure the equipment meets Australian Safety Standards and that it is regularly checked and maintained. Also you need to check for and eliminate any hazards in the play area – hazards are things like protruding objects or things that can be tripped on easily. And of course during 19 | © Commonwealth of Australia 2012 the activity the children need to be wearing appropriate clothing and footwear, and if they’re in the sun, then sunscreen is a must. Ben: Ok, let’s talk about an activity to improve a child’s balance. There are a number of activities that develop this skill and one I like to use is called “Walking the Line”. For this activity you can use either masking tape or chalk and some markers. Use the chalk or masking tape to make out a straight line on the ground – the length and width of the line can be altered to suit the skill level and age of the children. Place the markers at regular intervals along the line. Now ask the children to imagine the line is a tight rope and to walk along it with their arms out straight to help them balance. When they get to the first marker they can change from walking to jumping or hopping. A number of children can be involved in the activity at the same time and by using a line on the ground it is nice and safe. CHCCS400A Activity 1: Listen to Evie Evie: First and foremost an early child worker or educator should be able to familiarise themselves with centre’s policies and procedures and they are found in the centre’s handbook. So everyone must be… during orientation or the first time they apply for a job or accept the position, they must be able to obtain that handbook and read through all the different policies and procedures. Now the main… the important policies they should be aware of would be occupational health and safety, because that encompasses every day to day, what’s the word, practices in the service. For example infection control, medication, first aid, and what else, in setting up environments so that everyone will be safe, so employers and employees and all the children will be safe in the centre. So I think that’s basically it, is that as an assistant in a childcare centre you must be able to know where these documents are stored and that’s usually in the handbook in the staff room. © Commonwealth of Australia 2012 | 20 Assessment checklists Candidate’s name Assessor’s name Unit of competence CHCFC301A Support the development of children Date of assessment Competent Element Performance criteria 1. 1.1 Provide encouragement for each child’s own level of performance 1.2 Use language at an appropriate level of complexity and friendliness 1.3 Initiate communication with the child relevant to their interests and capabilities 1.4 Demonstrate developmentally appropriate expectations of the child’s behaviour appropriate to their stage of development 1.5 Use behaviour management strategies appropriate to the child’s level of understanding 1.6 Provide assistance to children appropriate to their developmental capabilities 1.7 Foster the development of independence through type of assistance provided 1.8 Respect, respond to and follow up communication initiated by children 2.1 Use daily routines as opportunities to acquire and practise skills 2.2 Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills 2.3 Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development 3.1 Provide opportunities for one to one, small group and larger group interaction 3.2 Model appropriate communication with children 2. 3. Support the development of children Support the physical development of children Support the social development of children Yes No 21 | © Commonwealth of Australia 2012 4. 5. 6. 7. Support the emotional and psychological development of children of the same age Support the language development of children Support the creative development of children Support the cognitive development of children 3.3 Acknowledge, value and respect diversity through interactions and provisions 4.1 Involve children in decision-making where circumstances safely allow 4.2 Acknowledge, encourage and appreciate children’s efforts 4.3 Identify and celebrate children’s social, emotional and psychological successes 4.4 Give individual attention to each child 4.5 Respond to children’s feelings openly and with respect 4.6 Recognise issues of concern related to child’s participation in experiences, for emotional and psychological development 4.7 Conduct and record, in line with work role, observations of children’s behaviour or other expressions that may indicate social, emotional or psychological concerns 4.8 Report to supervisor concerns about emotional, social and/or psychological difficulties of the child 5.1 Encourage children to express themselves verbally 5.2 Provide experiences to expose children to a range of language forms 6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste 6.2 Encourage children to express their imagination and creativity within their play and interactions 6.3 Provide experiences which encourage children to explore a variety of methods of self-expression 6.4 Make available appropriate resources, material and equipment for children to initiate their own creative activities 7.1 Provide environments and experiences to stimulate cognitive development 7.2 Encourage children to explore and problem solve with materials and diverse experiences © Commonwealth of Australia 2012 | 22 Candidate’s name Assessor’s name Unit of competence CHCFC303D Develop understanding of children’s interests and developmental needs Date of assessment Competent Element Performance criteria 1. 1.1 Observe children during their normal pattern of play and daily interactions to identify their interests and needs 1.2 Monitor strengths and needs of children 2.1 Use child records to collect information about each child 2.2 Use information exchange with family to collect information about each child’s needs interests and cultural practices 3.1 Ensure information collected through observation and secondary sources is discussed with relevant people and/or recorded according to requirements 3.2 Ensure discussion or recording of information is free from biased comments and negative labelling of children 3.3 Ensure observations are recorded carefully and accurately 4.1 Use information gathered about child to provide suggestions for ways to enhance that child’s play and physical activity to contribute to development of fundamental movement skills and leisure 2. 3. 4. Gather information about the child through observation Gather information about the child from secondary sources Record observations appropriately Use observations and information collected to understand the child and contribute to program planning 4.2 Use information gathered about child to ensure interactions with the child meet their individual requirements Yes No 23 | © Commonwealth of Australia 2012 Candidate’s name Assessor’s name Unit of competence CHCCS400A Work within a relevant legal and ethical framework Date of assessment Competent Element Performance criteria 1. 1.1 Demonstrate in all work, an understanding of the legal responsibilities and obligations of the work role 1.2 Demonstrate key statutory and regulatory requirements relevant to the work role 1.3 Fulfil duty of care responsibilities in the course of practice 1.4 Accept responsibility for own actions 1.5 Maintain confidentiality 1.6 Where possible, seek the agreement of the client prior to providing services 2.1 Perform work within identified policies, protocols and procedures 2.2 Contribute to the review and development of policies and protocols as appropriate 2.3 Work within position specifications and role responsibilities 2.4 Seek clarification when unsure of scope of practice as defined by position description or specific work role requirements 2.5 Seek clarification of unclear instructions 3.1 Protect the rights of the client when delivering services 3.2 Use effective problem solving techniques when exposed to competing value systems 3.3 Ensure services are available to all clients regardless of personal values, beliefs, attitudes and 2. 3. Demonstrate an understanding of legislation and common law relevant to work role Follow identified policies and practices Work ethically Yes No © Commonwealth of Australia 2012 | 24 Competent Element Performance criteria Yes No culture 3.4 4. Recognise and respond when client rights and interests are not being protected Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person 3.5 Recognise unethical conduct and report to an appropriate person 3.6 Work within boundaries applicable to work role 3.7 Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality 3.8 Demonstrate awareness of own personal values and attitudes and take into account to ensure nonjudgemental practice 3.9 Recognise, avoid and/or address any conflict of interest 4.1 Support the client and/or their advocate/s to identify and express their concerns 4.2 Refer client and/or their advocate/s to advocacy services if appropriate 4.3 Follow identified policy and protocols when managing a complaint 4.4 Recognise witnessed signs consistent with financial, physical, emotional, sexual abuse and neglect of the client and report to an appropriate person as required Recognise and respond to cultural/linguistic religious diversity, for example providing interpreters where necessary 4.5 25 | © Commonwealth of Australia 2012