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 CHCYTH007, 'Undertake youth work in specific communities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Undertake youth work in specific communities' 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. Become familiar with the culture of the specific community
1.1 Identify the historical, social, political, economic and environmental factors that impact on the community
1.2 Foster relationships with members of the community to support understanding of the specific community culture
1.3 Assess how relationships, communication and power structures work within the community
1.4 Identify the key decision- and opinion-makers within the community
1.5 Establish who the communityâ€™s key external stakeholders are
2. Identify the place of young people within the specific community
2.1 Establish and maintain networks and relationships with the key stakeholders in the community
2.2 Find out about the experiences, key issues and concerns of young people in the community
2.3 Identify the expectations of young people and other key stakeholders of your role within the community
3. Identify issues of common interest
3.1 Support young people to safely express their views
3.2 Identify areas of common concern and difference
3.3 Seek out the key community allies who share young peopleâ€™s concerns
3.4 Identify barriers to access and equity in relation to young people
3.5 Make referrals to address individual issues within duty of care requirements
3.6 Identify and discuss a range of ideas to address issues of common concern and create opportunities for young people
4. Work with young people in the community
4.1 Identify effective models, strategies and programs that address young peopleâ€™s issues in community work
4.2 Plan and deliver services safely according to organisation policies, regulatory requirements and community protocols
4.3 Consider and respect local community values, beliefs and roles when providing services
4.4 Apply strategies and policies to address identified needs of young people in communities
4.5 Take available opportunities to advocate on behalf of young people within communities
4.6 Maintain confidentiality of client information
4.7 Accurately document interventions, evaluate and report outcomes in line with organisation procedures.