Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCYTH5C Mapping and Delivery Guide
Support youth programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCYTH5C - Support youth programs
Description This unit covers devising, setting up, co-ordinating, delivering and evaluating activities and programs for individuals and groups.This unit covers devising, setting up, co-ordinating, delivering and evaluating activities and programs for individuals and groups
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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: Identify the activity / program required
  • The need for a particular program is assessed from relevant evidence collected
  • A range of possible programs to meet the defined needs are identified and reviewed
  • Selection of a program type is based on client needs, organisation's criteria, and availability of resources
       
Element: Prepare activity / program plan
  • Appropriate strategic planning activities are undertaken, to ensure client needs are met
  • Planning activities incorporate consultation with key clients and stakeholders
  • Operational arrangements for conducting the program are determined and assessed for feasibility
  • Appropriate implementation and evaluation strategies are included in the activity/program plan
  • Planning activities reflect accepted good practice in working with young people
       
Element: Deliver activity / program
  • The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements
  • Participants are provided with access to a range of activities suited to their needs and interests
  • Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies
  • The program is adapted to the changing needs of participants as required
  • Problems in program delivery are addressed promptly
       
Element: Evaluate activity program
  • Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders
  • Appropriate evaluation strategies are used routinely during and after the program and used for revision and development
  • Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders
  • Reports are prepared and presented as required
       


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.

Critical aspects of assessment must include:

Target groups relevant to the worker and the activity or program

Consulting with relevant stakeholders

Working with individuals and groups

Abilities in autonomous work and team work

Interdependent assessment of units:

Completion of this unit removed the requirement to complete:

CHCCS3B - Co-ordinate the provision of services and programs

Essential knowledge:

A range of youth activities and programs

Legal and safety requirements as they relate to activities and programs

Relevant funding sources

Essential skills:

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

Resource implications:

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

Consistency in performance:

For at least two of the types of activities and programs identified in the Range Statement

For at least two of the purposes identified in the Range Statement

Context of assessment:

This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions.

Critical aspects of assessment must include:

Target groups relevant to the worker and the activity or program

Consulting with relevant stakeholders

Working with individuals and groups

Abilities in autonomous work and team work

Interdependent assessment of units:

Completion of this unit removed the requirement to complete:

CHCCS3B - Co-ordinate the provision of services and programs

Essential knowledge:

A range of youth activities and programs

Legal and safety requirements as they relate to activities and programs

Relevant funding sources

Essential skills:

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

Resource implications:

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

Consistency in performance:

For at least two of the types of activities and programs identified in the Range Statement

For at least two of the purposes identified in the Range Statement

Context of assessment:

This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions.

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.

Not applicable.

Programs 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

Program 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

Programs 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

Program 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
The need for a particular program is assessed from relevant evidence collected 
A range of possible programs to meet the defined needs are identified and reviewed 
Selection of a program type is based on client needs, organisation's criteria, and availability of resources 
Appropriate strategic planning activities are undertaken, to ensure client needs are met 
Planning activities incorporate consultation with key clients and stakeholders 
Operational arrangements for conducting the program are determined and assessed for feasibility 
Appropriate implementation and evaluation strategies are included in the activity/program plan 
Planning activities reflect accepted good practice in working with young people 
The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements 
Participants are provided with access to a range of activities suited to their needs and interests 
Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies 
The program is adapted to the changing needs of participants as required 
Problems in program delivery are addressed promptly 
Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders 
Appropriate evaluation strategies are used routinely during and after the program and used for revision and development 
Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders 
Reports are prepared and presented as required 

Forms

Assessment Cover Sheet

CHCYTH5C - 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

CHCYTH5C - 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: