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 CHCYTH006, 'Work with young people to establish support networks'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work with young people to establish support networks' 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. Support young people to develop and use personal resources
1.1 Listen to young peopleâ€™s stories and experiences in relation to family, friends and others
1.2 Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young personâ€™s goals and the safety, benefits, or other, of those relationships
1.4 Enable contact between young people and networks in the community according to young peopleâ€™s needs and interests
2. Assist young people to develop the personal skills to manage their personal relationships
2.1 Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
2.2. Enable young people to develop effective communication skills to build supportive relationships where possible
2.3 Support young people to explore new ways of seeing relationships and situations with family and others where possible
2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
3. Establish relationships and exchange information with family members, with the young personâ€™s permission
3.1 Communicate with the young personâ€™s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
3.2 Where possible, seek the young personâ€™s permission prior to contact with other key stakeholders
3.3 Keep young people informed about contact with others
3.4 Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
3.5 Maintain the young personâ€™s confidentiality
3.6 Listen without judgement to the experiences and concerns of family, friends and/or support people
3.7 Gather and provide information that is relevant, timely and assists to address concerns
3.8 Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people
4.1 Encourage active participation and effective communication between all stakeholders
4.2 Monitor behaviour and mood of clients, particularly young person
4.3 Support and validate the young personâ€™s experiences and emotional responses
4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
5. Develop and implement action plan to support young person
5.1 Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
5.2 Set goals in line with young personâ€™s and familyâ€™s values, opinions and expectations
5.3 Develop plan that outlines actions to be taken and allocates resources
5.4 Implement, monitor and evaluate progress made by young person and family
5.5 Refer family problems to relevant support and specialist staff and agencies, where necessary
5.6 Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary