- CHCGROUP201C - Support the activities of existing groups
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCGROUP201C Mapping and Delivery Guide
Support the activities of existing groups
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCGROUP201C - Support the activities of existing groups |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to support identified existing community groups through the provision of resources | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit may be applied to group work in a range of community service settings | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not Applicable | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Respond to requests for support from existing groups |
| |||||||
| Element: Provide resources |
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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 of range conditions Assessment must include assessment of competence with more than one existing group |
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 of this unit include access to: an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment |
Method of assessment: | Assessment may include observations, questioning or evidence gathered from the workplace |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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: Organisation's programs, policies, objectives, criteria and priorities Organisation appointment system/booking system for provision of resources to groups Resources managed by the organisation Resources managed by other organisations Existing groups allied with the organisation's work Referral procedures for other organisations/agencies Understanding of group processes and group dynamics |
Essential skills: It is critical that the candidate demonstrate the ability to: Provide support to existing groups within limits of own jobs and responsibilities 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: data collection record-keeping |
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. | |
Support will include: | Resources managed by the organisation Information about resources managed by other organisations Advice and information Individual or group supervision |
Groups include: | Those defined by the objectives of the organisation Those in existence or in the process of being established within the organisation |
Resources may include: | Space for groups to meet Facilities Equipment Advice and information for groups Facilitators for group meetings Books, posters, videos and other materials Financial assistance Information about resources available from other organisations/agencies |
Reports may include: | Basic data on demand and usage Information collected at the request of management/supervisor/team Routine reporting Information for users of resources |
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 |
|---|---|---|---|
| Provide opportunities for groups to express their need for support | |||
| Make information available and develop and present options for meeting needs | |||
| Provide support within organisation policy and criteria and within the job role | |||
| Clearly describe to groups seeking support, the nature of resources, their availability and guidelines for use | |||
| Encourage cooperative approach to use of resources | |||
| Apply guidelines determining criteria, allocation and conditions of use | |||
| Provide advice on alternative sources of resources | |||
| Provide reports on the demand and use of resources where required |
Forms
Assessment Cover Sheet
CHCGROUP201C - Support the activities of existing groups
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
CHCGROUP201C - Support the activities of existing groups
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: