- CHCYTH301D - Work effectively with young people
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH301D Mapping and Delivery Guide
Work effectively with young people
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCYTH301D - Work effectively with young people |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to work with and for young people within an ethical, social, political and economic contextThis unit describes the knowledge and skills required to work with and for young people within an ethical, social, political and economic context | ||
| Employability Skills | This unit contains Employability SkillsThis unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit may apply to community services work in a range of contextsThis unit may apply to community services work in a range of contexts | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| Prerequisites/co-requisites | |||
| 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: Develop a professional rapport with young people |
| |||||||
| Element: Address issues associated with the culture of young people |
| |||||||
| Element: Recognise that youth culture is distinct |
| |||||||
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, 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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit These include knowledge of: Own work role within the context of the youth sector Organisation role within the context of the youth sector Interrelationship of society, culture, the family and the young person Aspects of human behaviour and development related to young people, their personal and social development and relationships Principles of access and equity Statutory framework in which the work takes place Political and economic context as listed in the Range Statement Current issues facing young people and existing services to address their needs and rights Principles and practices of community support 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 demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills These include the ability to: Demonstrate application of skills in: interpersonal communication with young people and other stakeholders working as part of a team or as a sole worker communication advocacy empathy |
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: | Statutory framework within which work takes place in the sector Historical context of work e.g. changing attitudes to young people; changing approaches to working with young people Changing social context of work: e.g. changing government and societal views of young people and approaches to working with them Political context e.g. Government policies and initiatives affecting youth work Economic context e.g. The current economic situation as it relates to and affects young people and the subsequent impact on client needs |
Stakeholders and representatives may include: | Young people Friends, peers and target groups Families and care givers Local community and community and religious organisations Government representatives and service providers Youth organisations Specialists/experts Peak bodies and networks in youth work Organisation management, colleagues, supervisor, team members |
Different models of work in the sector may include: | Community development and education Case management Working with families A client-centred approach |
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
CHCYTH301D - 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
CHCYTH301D - 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: