Not applicable.
Not applicable.
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify the activity / program required | 1.1 | The need for a particular program is assessed from relevant evidence collected |
1.2 | A range of possible programs to meet the defined needs are identified and reviewed | ||
1.3 | Selection of a program type is based on client needs, organisation's criteria, and availability of resources | ||
2 | Prepare activity / program plan | 2.1 | Appropriate strategic planning activities are undertaken, to ensure client needs are met |
2.2 | Planning activities incorporate consultation with key clients and stakeholders | ||
2.3 | Operational arrangements for conducting the program are determined and assessed for feasibility | ||
2.4 | Appropriate implementation and evaluation strategies are included in the activity/program plan | ||
2.5 | Planning activities reflect accepted good practice in working with young people | ||
3 | Deliver activity / program | 3.1 | The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements |
3.2 | Participants are provided with access to a range of activities suited to their needs and interests | ||
3.3 | Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies | ||
3.4 | The program is adapted to the changing needs of participants as required | ||
3.5 | Problems in program delivery are addressed promptly | ||
4 | Evaluate activity program | 4.1 | Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders |
4.2 | Appropriate evaluation strategies are used routinely during and after the program and used for revision and development | ||
4.3 | Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders | ||
4.4 | Reports are prepared and presented as required | ||
Not applicable.
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.
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
Not applicable.
Not applicable.
Not applicable.