Assessor Resource

CHCLD514B
Analyse impacts of sociological factors on clients community work and services

Assessment tool

Version 1.0
Issue Date: April 2014


The application of knowledge and skills described in this unit of competency relate to functioning independently to plan and undertake community work and associated services

This unit of competency describes the application of knowledge of the broad social and cultural context in which work is planned and implemented in the community services industry

This unit will prepare workers to better understand their client groups and issues that impact on the lives of their clients and hence on their delivery of services

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Consistency in performance should consider the range of clients and situations encountered in the workplace

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 may be assessed through a range of assessment activities that include workplace tasks and questioning contextualised to address specific work applications

Assessment should reflect the diversity of settings within which work takes place and a representative range of client groups

Resources required may include access to relevant workplace or simulated setting

Method of assessment:

Assessment of this unit of competence may include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Some aspects may be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Evidence of application of knowledge addressed in this unit may 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:

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 identified work role

These include knowledge of:

Critical political and economic theory and systems

Functions of social and cultural institutions within Australian society, including:

basic concepts of culture, institutions, social structures, and power

families in Australian society

gender roles especially in relation to the workforce

major institutions in Australian society (such as the media, the health system) and ways they can impact on the community

Concept of inequality and its possible effects and consequences in our society

Effects and consequences of unemployment in our society, including:

potential effects of unemployment on people's lives

range of outcomes of unemployment on society

how unemployment can impact on a person's health and well being

Factors associated with different age groups in our society, including:

cohorts of different ages (such as teenagers, older people) and the ways they form their own micro culture

societal perceptions of different aged groups

ways stereotypes and beliefs develop

positive ways various age groups contribute to our society

Factors that impact health and well being of our society, including:

the relationship between environmental factors and the general health and well being of a community, family and/or person

influence of government policy decisions on general health and well being

Awareness of own values and attitudes and their potential impact on clients

Contemporary frameworks and influences underpinning social policy

Essential skills:

It is critical that the candidate demonstrate the ability to:

Describe the functions of major global social and cultural institutions

Describe concepts of inequality and how they impact on individuals and society

Identify different beliefs about various stratifications in our society and the ways stereotypes develop and their impact

Analyse ways that specific policy decisions impact on community work

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.

Social and cultural institutions in Australia and globally may include but are not limited to:

Aged care system

Education system

Family

Health system

Labour market

Legal system

Media

Political systems

Religious systems

Work

Aspects of inequality in society may include but is not limited to:

Diminished quality of life

Family breakdown

Feminism

Homelessness

Impact of unemployment on society

Loss of social contact

Paid and unpaid work

Peak oil issues

Queer theory

Racism

Social isolation

Social, personal and health outcomes of unemployment

Sustainability

Terrorism

Unemployment

Age in Australian society may include but is not limited to:

Ways people are grouped according to age and experience such as:

Teenagers

Young marrieds

Retirees

Older people

Vietnam Vets

Generation X

Baby Boomers

Stereotypes related to age may include but are not limited to:

Societal beliefs about age and experience

Development of stereotypes

Positive and negative stereotypes

Positive ways different age groups contribute to society

Environment factors related to general health and well being may include but are not limited to:

Housing:

boarding house

high rise

homeless

inner city

own home

public housing

rental property

residential care

rural

urban

Population density

Employment factors

Work structures

Geographical location

Sustainability and peak oil

Social isolation

Overcrowding and poor conditions

Access to health and community services

Workplace

Government policy decisions may include but are not limited to:

Housing

Distribution of health and community services

Safe work practices

Work health and safety (WHS)

Funding of different sectors such as mental health, disability, home and community services, etc

Health promotion initiatives might include but not be limited to:

Anti-smoking and quit campaign

Back safety

Breast cancer screening

Diabetes

Drug abuse

Falls prevention

Healthy ageing

Indigenous health

Leisure and health

Mental health campaigns

Nutrition, eat well, and obesity programs

Physical activity

Safe driving

Wearing a seat belt

Issues related to policy decisions and the workplace may include but are not limited to:

Legislation and regulations pertaining to:

WHS

Workplace safety

Anti-discrimination laws

Smoke-free environment

Complaints management systems

Risk management

Fire safety regulations

Infection control

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
Identify major social and cultural institutions in Australian society and their functions in society 
Describe ways major institutions in Australian society can impact communities, families and individuals 
Examine aspects of inequality in society and identify possible effects and consequences of conditions and experiences of inequality on communities, families and individuals 
Identify impacts of long term unemployment and associated issues on families and individuals 
Identify factors associated with age in Australian society and their impact on communities, families and individuals 
Identify factors associated with social, cultural and economic background and their impact on communities, families and individuals 
Use available information to identify social and cultural factors impacting on individual clients, groups or communities 
Analyse current effects related to social and cultural factors impacting on individual clients, groups or communities 
Take a problem solving approach to clarify current health and well being and associated needs for individual clients, groups or communities 
Make informed decisions in relation to specific work to be undertaken and/or services to be provided 
Monitor impact of work undertaken and/or services provided in line with scope of own work role and organisation policies and procedures 
Review effectiveness of work undertaken and/or services provided in relation to identified social and cultural factors impacting on clients, groups or communities 
If required, revise aspects work undertaken and/or services provided to better address social and cultural issues and enhance outcomes clients, groups or communities 

Forms

Assessment Cover Sheet

CHCLD514B - Analyse impacts of sociological factors on clients community work and services
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

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Assessor name:

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Assessment Record Sheet

CHCLD514B - Analyse impacts of sociological factors on clients community work and services

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: