Assessor Resource

CHCYTH301E
Work effectively with young people

Assessment tool

Version 1.0
Issue Date: March 2024


This unit may apply to community services work in a range of contexts

This unit describes the knowledge and skills required to work with and for young people within an ethical, social, political and economic context

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 best assessed in the workplace or in a simulated workplace under the normal range of conditions

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

Resource requirements for assessment of this unit include access to:

a workplace or an accurately simulated environment where assessment may take place

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:

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:

Aspects of human behaviour and development related to young people, their personal and social development and relationships

Current issues facing young people and existing services to address their needs and rights

Interrelationship of society, culture, the family and the young person

Organisation role within the context of the youth sector

Own work role within the context of the youth sector

Political and economic context as listed in the Range Statement

Principles and practices of community support

Principles of access and equity

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Statutory framework in which the work takes place

Youth cultures social, political and economic frameworks

Essential skills:

It is critical that the candidate demonstrate the ability to:

Prepare reports such that the information and the way it is organised is appropriate to its purpose and audience

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:

advocacy

communication

empathy

interpersonal communication with young people and other stakeholders

working as part of a team or as a sole worker

Recognise and act upon opportunities to enhance sustainability in the workplace

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.

Historical, social, political economic context includes:

Changing social context of work: e.g. changing government and societal views of young people and approaches to working with them

Economic context e.g. the current economic situation as it relates to and affects young people and the subsequent impact on client needs

Historical context of work e.g. changing attitudes to young people; changing approaches to working with young people

Political context e.g. government policies and initiatives affecting youth work

Statutory framework within which work takes place in the sector

Stakeholders and representatives may include:

Families and care givers

Friends, peers and target groups

Government representatives and service providers

Local community and community and religious organisations

Organisation management, colleagues, supervisor, team members

Peak bodies and networks in youth work

Specialists/experts

Young people

Youth organisations

Different models of work in the sector may include:

A client-centred approach

Case management

Community development and education

Working with families

A commitment to access and equity may be demonstrated by:

A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers

Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, developmental, religious, economic and social

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
Conduct interactions with young people in a fair, just, humane and positive manner 
Use communication strategies with individuals for effective interaction and problem solving 
In all work demonstrate a consistent commitment to young people 
In all actions and decisions, take into account the culture of the young person 
Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 
Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately 
Select activities and resources to promote cross cultural awareness 
Establish guidelines that are relevant to the culture and background of the young person 
In all interventions, take account of youth culture the young person identifies with 
Select activities and interventions to fit both individual and/or group needs of particular young people 
Assist young people to negotiate positive outcomes within a political framework 
In all interventions, take account of their economic impact on young people 
In all work demonstrate a commitment to addressing any economic disadvantages young people experience 

Forms

Assessment Cover Sheet

CHCYTH301E - Work effectively with young people
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

CHCYTH301E - Work effectively with young people

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: