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Evidence Guide: CHCYTH505D - Support youth programs

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

 

CHCYTH505D - Support youth programs

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

Identify the activity / program required

  1. Assess need for a particular program from relevant evidence collected
  2. Identify and review a range of possible programs to meet the defined needs
  3. Select a program type based on client needs, organisation's criteria and availability of resources
Assess need for a particular program from relevant evidence collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and review a range of possible programs to meet the defined needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select a program type based on client needs, organisation's criteria and availability of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare activity / program plan

  1. Undertake appropriate strategic planning activities to ensure client needs are met
  2. Plan activities in consultation with key clients and stakeholders
  3. Determine operational arrangements for conducting the program and assess their feasibility
  4. Include appropriate implementation and evaluation strategies in the activity/program plan
  5. Ensure planning activities reflect accepted good practice in working with young people
Undertake appropriate strategic planning activities to ensure client needs are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan activities in consultation with key clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine operational arrangements for conducting the program and assess their feasibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include appropriate implementation and evaluation strategies in the activity/program plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure planning activities reflect accepted good practice in working with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver activity / program

  1. Implement program in accordance with program plan, organisation guidelines and legal / statutory requirements
  2. Provide participants with access to a range of activities suited to their needs and interests
  3. Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies
  4. Adapt program to changing needs of participants as required
  5. Ensure problems in program delivery are addressed promptly
Implement program in accordance with program plan, organisation guidelines and legal / statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide participants with access to a range of activities suited to their needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt program to changing needs of participants as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure problems in program delivery are addressed promptly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate activity program

  1. Define criteria to judge effectiveness of program in consultation with clients and stakeholders
  2. Routinely use appropriate evaluation strategies during and after program and for revision and development
  3. Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders
  4. Prepare and present reports as required
Define criteria to judge effectiveness of program in consultation with clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Routinely use appropriate evaluation strategies during and after program and for revision and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and present reports as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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