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Evidence Guide: CHCYTH008 - Support young people to take collective action

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCYTH008 - Support young people to take collective action

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to develop and use networks

  1. Identify and note young people’s issues, needs or interests in community issues
  2. Encourage and support young people to identify common issues, needs and interests
  3. Discuss possibilities for responding to identified common issues, needs and interests
  4. Provide opportunities for young people with similar interests or needs
  5. Support and encourage young people to identify relationships between their issues/interests and social structures
  6. Encourage young people to work together to take joint action
Identify and note young people’s issues, needs or interests in community issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to identify common issues, needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss possibilities for responding to identified common issues, needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for young people with similar interests or needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and encourage young people to identify relationships between their issues/interests and social structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage young people to work together to take joint action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to come together to plan collective action

  1. Ensure young people have the relevant skills and knowledge to operate in a collective way
  2. Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups
  3. Provide support, encouragement and opportunities to young people to enable them to communicate and interact with others to coordinate a planned action
Ensure young people have the relevant skills and knowledge to operate in a collective way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support, encouragement and opportunities to young people to enable them to communicate and interact with others to coordinate a planned action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to identify and form alliances with key stakeholders

  1. Identify other stakeholders interested in the issue or strategy
  2. Gauge the interest, resources and possible roles of stakeholders
  3. Support young people in contacting, informing and negotiating alliances with stakeholders
  4. Assist young people and stakeholders to maintain appropriate contact and information flow
  5. Encourage young people to acknowledge key stakeholder support
Identify other stakeholders interested in the issue or strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gauge the interest, resources and possible roles of stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people in contacting, informing and negotiating alliances with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people and stakeholders to maintain appropriate contact and information flow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage young people to acknowledge key stakeholder support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to implement their strategies or action plans

  1. Provide relevant information as required to individuals and the group to facilitate better operation of collective networks
  2. Offer individual or group support on an ongoing basis
  3. Use group processes to monitor progress and adapt or further develop plans
Provide relevant information as required to individuals and the group to facilitate better operation of collective networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offer individual or group support on an ongoing basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group processes to monitor progress and adapt or further develop plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to monitor and evaluate strategies

  1. Support groups to monitor and record progress
  2. Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an ongoing basis
  3. Evaluate strategies and group processes
  4. Provide reports of outcomes as appropriate to stakeholders and within the organisation
  5. Celebrate achievements, including personal development, skills development and social change
Support groups to monitor and record progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an ongoing basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate strategies and group processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reports of outcomes as appropriate to stakeholders and within the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Celebrate achievements, including personal development, skills development and social change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Encourage and support young people to develop and use networks

1.1 Identify and note young people’s issues, needs or interests in community issues

1.2 Encourage and support young people to identify common issues, needs and interests

1.3 Discuss possibilities for responding to identified common issues, needs and interests

1.4 Provide opportunities for young people with similar interests or needs

1.5 Support and encourage young people to identify relationships between their issues/interests and social structures

1.6 Encourage young people to work together to take joint action

2. Support young people to come together to plan collective action

2.1 Ensure young people have the relevant skills and knowledge to operate in a collective way

2.2 Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups

2.3 Provide support, encouragement and opportunities to young people to enable them to communicate and interact with others to coordinate a planned action

3. Support young people to identify and form alliances with key stakeholders

3.1 Identify other stakeholders interested in the issue or strategy

3.2 Gauge the interest, resources and possible roles of stakeholders

3.3 Support young people in contacting, informing and negotiating alliances with stakeholders

3.4 Assist young people and stakeholders to maintain appropriate contact and information flow

3.5 Encourage young people to acknowledge key stakeholder support

4. Support young people to implement their strategies or action plans

4.1 Provide relevant information as required to individuals and the group to facilitate better operation of collective networks

4.2 Offer individual or group support on an ongoing basis

4.3 Use group processes to monitor progress and adapt or further develop plans

5. Assist young people to monitor and evaluate strategies

5.1 Support groups to monitor and record progress

5.2 Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an ongoing basis

5.3 Evaluate strategies and group processes

5.4 Provide reports of outcomes as appropriate to stakeholders and within the organisation

5.5 Celebrate achievements, including personal development, skills development and social change

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Encourage and support young people to develop and use networks

1.1 Identify and note young people’s issues, needs or interests in community issues

1.2 Encourage and support young people to identify common issues, needs and interests

1.3 Discuss possibilities for responding to identified common issues, needs and interests

1.4 Provide opportunities for young people with similar interests or needs

1.5 Support and encourage young people to identify relationships between their issues/interests and social structures

1.6 Encourage young people to work together to take joint action

2. Support young people to come together to plan collective action

2.1 Ensure young people have the relevant skills and knowledge to operate in a collective way

2.2 Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups

2.3 Provide support, encouragement and opportunities to young people to enable them to communicate and interact with others to coordinate a planned action

3. Support young people to identify and form alliances with key stakeholders

3.1 Identify other stakeholders interested in the issue or strategy

3.2 Gauge the interest, resources and possible roles of stakeholders

3.3 Support young people in contacting, informing and negotiating alliances with stakeholders

3.4 Assist young people and stakeholders to maintain appropriate contact and information flow

3.5 Encourage young people to acknowledge key stakeholder support

4. Support young people to implement their strategies or action plans

4.1 Provide relevant information as required to individuals and the group to facilitate better operation of collective networks

4.2 Offer individual or group support on an ongoing basis

4.3 Use group processes to monitor progress and adapt or further develop plans

5. Assist young people to monitor and evaluate strategies

5.1 Support groups to monitor and record progress

5.2 Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an ongoing basis

5.3 Evaluate strategies and group processes

5.4 Provide reports of outcomes as appropriate to stakeholders and within the organisation

5.5 Celebrate achievements, including personal development, skills development and social change

Range Statement

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Context for youth work must include one or more of the following:

centre-based work

drop-in centres, recreational facilities

housing and residential services

outreach and home visits, street, parks

schools

online youth work, web-based, emails, discussion rooms

telephone contact