CHCSAC003 - Work collaboratively and respectfully with children in school age care

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CHCSAC003 - Work collaboratively and respectfully with children in school age care

This unit describes the skills and knowledge required to engage and interact with children in school age care services.

This unit applies to educators working in school age education and care services.


The student 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. Including the following

communicated and interacted effectively with at least three groups of children of different ages in an out of school hours care setting, including:

· communicating appropriately with children and showing active listening skills

· using communication strategies to encourage children to participate in activities and build relationships

· considering individual needs and interests of children and inclusion tactics when planning activities

· utilising engagement strategies for encouraging children to participate fully in school age care

The student is able to consistently followed and applied industry standards, frameworks and organisational policies and procedures, including ethical practice.

The student is able to communicate effectively with a range of children in the school age care context by being able to: Listen to children to gain an understanding of them as individuals in the environment

The student is able to communicate effectively with a range of children in the school age care context by being able to: Use communication strategies that encourage relationship-building and are appropriate to the individual

The student is able to communicate effectively with a range of children in the school age care context by being able to: Act upon information that the child provides about their needs

The student is able to communicate effectively with a range of children in the school age care context by being able to: Use cross-cultural communication strategies to engage with children from diverse backgrounds

The student is able to reflect an understanding of middle childhood and consider the interests and needs of the child in all actions and decisions

The student is able to reflect an understanding of middle childhood and Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly

The student is able to reflect an understanding of middle childhood and Select activities and resources to promote access, equity, diversity and inclusion of all children in the service

The student is able to reflect an understanding of middle childhood and Establish guidelines relevant to middle childhood when required

Work within the framework of school age care by being able to apply industry standards and best-practice approaches to working with children in school age care

Work within the framework of school age care by being able to ensure duty of care is applied to all job functions

Work within the framework of school age care by being able to follow organisational policies and procedures as required

Work within the framework of school age care by being able to establish professional relationships and boundaries with children in care and their families

Work within the framework of school age care by being able to identify and report children at-risk as required by policy

And by being able to apply ethical decision-making in the educator role


Knowledge Evidence:

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
  • development factors relevant to the middle childhood age group and appropriateness of communication and interactions with children in school age education and care
  • principles of inclusiveness, diversity, equity and access in the school age education and care environment
  • strengths-based approaches to support children’s participation in the school age education and care
  • support strategies for ensuring participation of children
  • organisation standards, policies and procedures.
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