- CHCCD402A - Develop and provide community education projects
Assessor Resource
CHCCD402A
Develop and provide community education projects
Assessment tool
Version 1.0
Issue Date: May 2024
This unit is intended for application within a community work or community development work context
This unit describes the knowledge and skills required to work with the community to develop and provide education projects on relevant issues
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit may be assessed on the job using appropriate relevant materials and examples or through an appropriately simulated environment Consistency in performance should consider the organisation and individual context within which work takes place |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to appropriate resources for developing, delivering and evaluating community education projects (or access to an appropriately simulated environment) |
Method of assessment: | In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: It is critical that the candidate demonstrate knowledge of: Needs assessment and analysis Goals and objectives for project selected Resource availability for particular projects Strategies and actions needed to achieve goals Accountability requirements Resources and support within the community Organisation policies and procedures The candidate must also 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 identified work role, such as knowledge of: Organisation policies and procedures for dealing with the media |
Essential skills: It is critical that the candidate demonstrate the ability to: Match education activities with community needs and priorities Demonstrate collaboration and consultation with key people and organisations Deliver high quality innovative educational projects In addition, the candidate must be able 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 identified work role These include the ability to: Demonstrate application of skills in: liaison and networking communication research skills time management budgeting report writing evaluation presentation promotion negotiation effective use of relevant information technology in line with occupational health and safety (OHS) guidelines |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Education project may include: | Projects of varying scope and scale ranging from state wide initiatives, to specific activities a single event, such as an information stall in a shopping centre a multi session education and skill development project a complex, large scale series of activities that incorporates diverse but coordinated elements, such as a state-wide education campaign involving mass media information |
Key people and organisations may include: | Target group Other relevant organisations Funding bodies Community support groups The media |
Resources may include: | Equipment Staff skills Time Space Venue Educational materials Funding |
Marketing materials must be: | Culturally appropriate |
Assessment and evaluation of the education project may include: | Use of feedback material Discussions with stakeholders, organisations and other participants Discussion with colleagues |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Develop project plan in consultation with key people and organisations that identifies priorities and desired outcomes to address issues of concerns of target group/s | |||
Identify and secure appropriate human, financial and physical resources | |||
Develop strategies and education/resource materials appropriate to the context, issue and audience | |||
Prepare promotional materials and disseminate to target audience and others as appropriate | |||
Implement strategies and distribute education/resource materials to ensure maximum effectiveness for delivery of the project | |||
Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content | |||
Make project adjustments as required to meet the needs of specific groups | |||
Seek feedback on the education project or activity from participants | |||
Assess the education project against the planned goals and objectives in accordance with organisation policies and procedures | |||
Discuss outcomes of project evaluations with key people and organisations to determine future directions | |||
Document education project outcomes, and where necessary act on them in accordance with organisation procedures |
Forms
Assessment Cover Sheet
CHCCD402A - Develop and provide community education projects
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCCD402A - Develop and provide community education projects
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: