Unit of competency details

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1 Respond to client inquiry .

1.1 The client  requesting the playground access audit is identified and their authority to act is established in accordance with organisational requirements .

1.2 Client needs are discussed and confirmed using effective interpersonal skills and communication techniques  in accordance with organisational requirements.

1.3 Personal competence and organisational capability to respond to client needs are determined and assessed.

1.4 Authority to proceed is negotiated with client and documented in accordance with organisational requirements.

2 Establish client relationship .

2.1 Contractual arrangements are negotiated, confirmed, documented and stored in accordance with client, organisational and legislative requirements .

2.2 A client brief  providing the required level of detail is requested in accordance with organisational requirements.

2.3 Site access arrangements  are negotiated and relevant contact person  is identified in accordance with client, organisational and legislative requirements.

2.4 Copies of all relevant plans of the playground and associated documentation are obtained.

3 Prepare for the playground access audit .

3.1 A playground access audit checklist  appropriate to the scale of the audit task is prepared.

3.2 Personnel  required to efficiently conduct the playground access audit are assembled and briefed.

3.3 Tools and equipment required to efficiently conduct the playground access audit are assembled.

3.4 Tools and equipment are calibrated to manufacturers' specifications prior to conducting the playground access audit.

3.5 Site is accessed in accordance with the agreed site access arrangements.

4 Conduct the playground access audit .

4.1 Access to the playground from the property boundary, car park or passenger set-down area is assessed for the extent to which it satisfies the requirements for people with disabilities.

4.2 Each station of the playground including the associated space, other play facilities  and open playing spaces are assessed against relevant Australian standards  and state and territory legislation for safety, including fall-safe surfaces, protruding objects and entrapment areas, etc.

4.3 Each station of the playground is assessed and a statement of the recreation opportunity spectrum  is prepared.

4.4 Each feature of the recreation opportunity spectrum is assessed for access for people with disabilities and features of the playground found to be inaccessible are recorded.

4.5 Appropriate strategies for overcoming any areas of access non-compliance are developed and documented.

5 Prepare the playground access audit report .

5.1 A playground access audit report is prepared for the client in accordance with contractual arrangements and organisational requirements.

5.2 The draft playground access audit report is reviewed with appropriate persons  in accordance with organisational requirements.

5.3 Feedback received from the review process is incorporated and the playground access audit report is completed.

6 Distribute and store the playground access audit report .

6.1 Playground access audit report documentation is prepared in accordance with organisational arrangements.

6.2 Playground access audit report documentation is forwarded to the client in accordance with contractual arrangements.

6.3 A copy of the playground access audit report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.

Overview of assessment 

• This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

• A person who demonstrates competency in this unit must be able to provide evidence of:

• recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
• interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
• interpreting accurately how the full range of environmental barriers impacts on any of the impairments that people with disabilities might have
• applying an understanding of the developmental role of children's play in the provision of playground access advice
• interpreting and applying anti-discrimination legislation for the provision of access
• interpreting and applying legislation for the provision of access
• reading and interpreting plans accurately
• using measurement tools correctly and recording collected data accurately
• preparing a playground access audit report that complies with legislative requirements and fulfils contractual requirements
• complying with OHS regulations applicable to workplace operations
• applying organisational management policies and procedures, including quality assurance requirements.

Context of and specific resources for assessment 

• Resource implications for assessment include:

• a registered provider of assessment services
• competency standards
• assessment materials and tools
• suitable assessment venue/equipment
• workplace documentation
• candidate special requirements
• cost and time considerations.

• Validity and sufficiency of evidence requires that:

• competency will need to be demonstrated over a period of time reflecting the scope of the role
• where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence
• all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
• where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
• assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

Client  may include:

• architect
• owner and manager
• building designer
• builder and developer
• building certifier and surveyor
• early childhood centre
• local government
• school.

Organisational requirements  may be outlined and reflected in:

• access and equity policy, principles and practices
• business and performance plans
• client service policies, procedures and standards
• codes of conduct and codes of practice
• communication channels and reporting procedures
• communication of services offered
• complaint and dispute resolution procedures
• compliance with legislation, codes and workplace standards
• continuous improvement processes and standards
• defined resource parameters
• duty of care
• employer and employee rights and responsibilities
• ethical standards
• legal policies and guidelines
• OHS policies, procedures and programs
• organisational mission statement, goals, objectives, plans, systems and processes
• policies and procedures relating to the setting of fees and the negotiation and management of contracts
• policies and procedures relating to own role, responsibilities and delegation
• privacy and confidentiality policies and procedures
• quality assurance and/or procedures manuals
• records and information management systems and processes

style guides and other guides used to prepare documents.

Interpersonal skills and communication techniques  may include:

• active listening to clarify and confirm understanding
• control of tone of voice and body language
• culturally aware/sensitive use of language and concepts
• demonstrating flexibility and a willingness to negotiate
• presenting options and consequences
• providing constructive feedback
• reflection
• seeking feedback to confirm understanding of needs
• summarising and paraphrasing to check understanding
• using effective presentation aids (e.g. audiovisual slides, diagrams, photographs and pictures)
• using language that is:

• accurate, articulate and concise
• positive, confident and cooperative
• verbal or non-verbal.

Legislative requirements  may be outlined and reflected in:

• relevant commonwealth, state and territory legislation that affects organisational operation:

• OHS
• building
• environmental
• equal employment opportunity
• industrial relations
• anti-discrimination and diversity

• Australian standards
• codes of practice
• local government regulations and by-laws
• privacy legislation
• quality assurance and certification requirements
• trade practices laws and guidelines.

Client brief  may include:

• written instructions detailing requirements of the access consultant
• playground plans.

Site access arrangements  may include:

• access and egress points
• keys, passes and security clearances
• OHS requirements, including PPE
• timing of access.

Relevant contact person  may include:

• identified contact
• owner and manager
• site supervisor.

Playground access audit checklist  may be developed in-house or purchased commercially, and may include the following:

• playground identification and data sheet
• minimum requirements summary sheets (spaces and special areas):

• parking and passenger set-down zones
• site-accessible paths and elements
• entrances
• playground-accessible paths of travel
• individual stations (e.g. ramps, slides, climbing bars and sandpits)
• special features (e.g. tunnels, mazes and chimes)
• parent supervision site

• technical requirement audit forms:

• parking and passenger set-down zones
• exterior access paths
• ramps
• kerb ramps
• step ramps
• stairs
• entrances and exits
• gates and doors
• playground stations
• fall-safe surfaces
• toilets and showers
• signage
• tactile ground surface indicators
• drinking fountains
• telephones

• playground access audit report form.

Personnel  may include:

• business partners
• existing staff
• new staff.

Other play facilities  may include:

• areas for digging and planting activities
• cubby houses
• sandpits
• natural settings
• water play areas.

Relevant Australian standards  include:

• AS 1924.1-1981 Playground equipment for parks, schools and domestic use - General requirements
• AS 1924.2-1981 Playground equipment for parks, schools and domestic use - Design and construction - Safety aspects (incorporating Amendment 1)
• AS 2555-1982 Supervised adventure playgrounds - Guide to establishment and administration
• AS/NZS 4422-1996 Playground surfacing - Specifications, requirements and test method

AS/NZS 4486.1-1997 Playgrounds and playground equipment - Development, installation, inspection, maintenance and operation.

Recreation opportunity spectrum  refers to:

• a complete listing of all the play experiences that can be gained from the playground.

Appropriate person  may include:

• another member of the playground access audit team
• business partner or colleague
• staff member.