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)

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.

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
Listen to young people’s stories and experiences in relation to their support networks, friends and others.
Work with young people to explore desires, strengths, possibilities and goals in relation to their support networks and assess the safety, benefits or other of those relationships.
Encourage and assist young people to develop and maintain relationships with their support networks, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships.
Enable contact between young people and networks in the community according to young people’s needs and interests.
Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity and recognises the impact of negative perceptions of young people.
Enable young people to develop effective communication skills to build supportive relationships.
Support young people to explore new ways of seeing relationships and situations with their support networks and others where possible.
Assist young people to develop decision making, coping and resiliency skills in ongoing situations.
Communicate with the young person’s support networks, friends and support people, in accordance with the interests of the young person and organisational policies and procedures.
Seek the young person’s permission prior to contact with key stakeholders.
Keep young people informed about contact with others.
Clarify own role with support networks members by providing specific and general information about own values, practice frameworks and work processes.
Maintain the young person’s confidentiality.
Listen without judgement to the experiences and concerns of support networks, friends and support people.
Gather and provide information that is relevant, timely and assists to address concerns.
Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping.
Encourage active participation and effective communication between all stakeholders.
Monitor behaviour and mood of young people.
Support and validate the young person’s experiences and emotional responses.
Identify issues and concerns for the young person and their support networks and possible areas of change to behaviour and relationships.
Use interaction with support network members to encourage personal reflection on relationships, expectations and personal responsibility.
Provide respectful information about interactions within the support network and how young people respond.
Prioritise competing agendas of key stakeholders prioritising the rights and interests of the young.
Set goals in line with young person’s and support networks values, opinions and expectations.
Develop plans that outline actions to be taken and allocates resources.
Implement, monitor and evaluate progress made by young person and their support networks.
Refer support network problems to specialist staff and agencies according to their needs.
Refer young people and their families to specialists according to the nature and urgency of their needs.

Assessment Cover Sheet

CHCYTH018 - Work with young people to establish support networks

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

CHCYTH018 - Work with young people to establish support networks

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: