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 CHCYTH010, 'Provide services for young people appropriate to their needs and circumstances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide services for young people appropriate to their needs and circumstances' 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. Identify and address immediate needs and circumstances of young people
1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency
1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure
1.3 Observe and note any signs of distress, anxiety, aggression and apathy
1.4 Look for and note signs of impairment of functioning in individuals and relationships
2. Explore and clarify issues facing the young person and the nature of support sought
2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him
2.2 Negotiate involvement of other parties as required by young person and worker
2.3 Listen actively and positively to young personâ€™s issues, needs, views and feelings about their issues and accepting support
2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties
2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy
2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support
2.7 Where appropriate, obtain relevant available information from others about the young personâ€™s potential need for support, consistent with the young personâ€™s right to access information and to approve or disapprove of the workerâ€™s actions
3. Facilitate goal setting and action planning
3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility
3.2 Identify and explain in a supportive manner any risks arising from the young personâ€™s choices
3.3 Offer further options to the young person without imposition or pressure where appropriate
3.4 Emphasise and negotiate clientsâ€™ responsibility for determining and achieving their goals
3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice
3.6 Support the young person to develop strategies to act on goals set
3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals
3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
4. Provide targeted assistance and referral
4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young personâ€™s right of choices
4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements
4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young personâ€™s understanding of information provided
4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients
4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate
4.6 Ensure all documentation and reporting is in accordance with organisation procedures
5. Act as an advocate on request
5.1 Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person
5.2 When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone
5.3 Represent the young personâ€™s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker
5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding
5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests