Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCYTH003, 'Support young people to create opportunities in their lives'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support young people to create opportunities in their lives' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Create a relationship of trust and respect
1.1 Apply principles of youth work practice to facilitate safe individual or group processes for interaction
1.2 Identify the conditions necessary for young people to change and grow
1.3 Listen to and observe the young personâ€™s stories experiences, and behaviour to clarify concerns and needs
1.4 Encourage and support young people to identify relationships between their issues and social structures
1.5 Respect the young personâ€™s culture/s and way of interacting
2. Work with young people to identify their needs, rights, strengths, hopes and opportunities
2.1 Use a range of communication skills to identify and explore the young personâ€™s challenges, strengths and resources
2.2 Encourage the client to reframe their current circumstances to support their own understanding
2.3 Identify and acknowledge circumstances outside the young personâ€™s control
2.4 Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture
2.5 Take appropriate action to address immediate issues or concerns
2.6 Confirm own understanding of issues and opportunities with the young person
3. Identify goals with the young person
3.1 Use creative methods, processes and questions to consider and create possibilities
3.2 Establish with the young person their desired outcomes
3.3 Assist young people to explore future possibilities and ways of being
3.4 Identify barriers that hinder the way young people would like changes to take place
4. Develop and implement action plans
4.1 Use a range of youth work interventions to create future opportunities
4.2 Explore additional resources needed to achieve goals
4.3 Develop proposals and strategies for action plans
4.4 Measure and ensure change is noticed
4.5 Document intervention work as required