- CHCYTH505D - Support youth programs
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH505D Mapping and Delivery Guide
Support youth programs
Version 1.0
Issue Date: April 2024
Qualification | - |
Unit of Competency | CHCYTH505D - Support youth programs |
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Description | This unit describes the knowledge and skills required to devise, set up, coordinate, deliver and evaluate activities and programs for individuals and groups | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This 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. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify the activity / program required |
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Element: Prepare activity / program plan |
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Element: Deliver activity / program |
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Element: Evaluate activity program |
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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 range of conditions Consistency in performance is to be demonstrated for at least two: types of activities and programs identified in the Range Statement purposes identified in the Range Statement |
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 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: Target groups relevant to the worker and the activity or program A range of youth activities and programs Legal and safety requirements as they relate to activities and programs Relevant funding sources |
Essential skills: It is critical that the candidate demonstrate the ability to: Consult with relevant stakeholders Work with individuals and groups Undertake autonomous work and team work 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: research and consultation coordination and management of programs analysis of data, information and relationships advocacy provision of support to a diverse range of people/organisations conflict resolution/negotiation and mediation cross cultural communication and negotiation literacy adequate to prepare a range of appropriate resource material working with and through community leaders effective use of relevant information technology in line with occupational health and safety (OHS) guidelines |
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. | |
Program may include: | Activities designed to address needs of target groups Activities designed to meet needs identified in research Strategies to implement government/funding agency policy Activities to extend the participation numbers in existing programs Strategies to address exclusion, discrimination and alienation Those directed at individual young people and their needs Those directed at the general community which affect young people Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers Those designed to respond to social, economic and demographic changes |
Programs may have the following focus: | Education/learning/training e.g. homework support and study Personal development and support e.g. life skills education Music and performing arts e.g. youth theatres, band, video production team Research, planning and management e.g. Aboriginal cultural camp, scouts meeting Community action e.g. anti violence group Special interest causes e.g. young people against nuclear disarmament Enterprise development activities Employment, funding raising, small business |
Activities may include: | Discussion groups e.g. about safe sex, religious beliefs Sporting and recreation activities e.g. basketball at the drop in centre, pool game, disco, bush excursion Structured and unstructured social activities e.g. party, shopping, visit to the cinema |
Programs are planned and implemented for the purpose of: | Providing immediate support Promoting young people's participation and personal development Enabling young people to use their time constructively, have fun and develop qualities of self reliance Enabling young people to learn life skills, knowledge and attitudes |
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 |
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Assess need for a particular program from relevant evidence collected | |||
Identify and review a range of possible programs to meet the defined needs | |||
Select a program type based on client needs, organisation's criteria and availability of resources | |||
Undertake appropriate strategic planning activities to ensure client needs are met | |||
Plan activities in consultation with key clients and stakeholders | |||
Determine operational arrangements for conducting the program and assess their feasibility | |||
Include appropriate implementation and evaluation strategies in the activity/program plan | |||
Ensure planning activities reflect accepted good practice in working with young people | |||
Implement program in accordance with program plan, organisation guidelines and legal / statutory requirements | |||
Provide participants with access to a range of activities suited to their needs and interests | |||
Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies | |||
Adapt program to changing needs of participants as required | |||
Ensure problems in program delivery are addressed promptly | |||
Define criteria to judge effectiveness of program in consultation with clients and stakeholders | |||
Routinely use appropriate evaluation strategies during and after program and for revision and development | |||
Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders | |||
Prepare and present reports as required |
Forms
Assessment Cover Sheet
CHCYTH505D - Support youth programs
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
CHCYTH505D - Support youth programs
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: