Assessor Resource

CHCYTH504A
Support young people to take collective action

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to youth work where the primary concern is to support groups of young people in taking action to meet their needs or responding to community issues

This unit identifies the knowledge and skills needed to enable young people to participate in the decision-making that affect their lives

It describes 'power with' community development processes with young people

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 of competence must be assessed in the workplace and under the normal range of workplace conditions

Consistency in performance should consider the complexity of work in which workers are expected to participate

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 include access to:

an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Issues/concerns expressed by young people in the community or engaged with the service

Attitudes and interest of all stakeholders and the impact these may have on the outcomes of collective action projects

Work role as it applies to supporting young people's collective action

Power imbalances in the professional relationship

Relevant policies and procedures of the organisation including values and ideologies and how this impacts on the collective action

Ethical responsibilities when working with young people to take collective action

Models and tools of advocacy, community development, self help, youth participation, and peer education

Theories of interpersonal communication, dispute resolutions and principles of negotiation

Principles and theories of group work and structured and unstructured groups

Documentation processes and evaluation methods

Essential skills:

It is critical that the candidate demonstrate the ability to:

Enable youth participation

Implement community development initiatives

Undertake social analysis

Actively engage young people using communication skills appropriate to specific youth context and culture

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:

Apply skills in:

awareness raising with young people

skills building with young people

community change

Measure outcomes in community development work - particularly process based outcomes

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.

Community includes:

Geographic locations

Communities of interest - including on line communities

Young people's issues may include:

Income concerns

Unemployment

Confidence and self-esteem

Participation

Accommodation

Education

Health

Acceptance\isolation

Spiritual

Rights and social justice

Structured or unstructured opportunities refer to:

Structured - formal training courses, conferences, seminars, provision of readings, and/or audio visual media

Unstructured - gatherings, discussions

Young people include:

Individual young people who are users of the service s of the organisation

Individual young people referred to the organisation

Young people who are voluntary or involuntary users of the services of the organisation

Young people who fall in the specific target group of the organisation

Group processes may include:

Workshop techniques

Brainstorming

Meetings

Community development models, frameworks and practice methods include:

Youth participation

Empowerment

Approaches to social change

Community building and community capacity building

Social capital

Asset based community development

Cooperatives

Microfinance

Social or community enterprise schemes

Community cultural development

Group work

Youth participation

Identify key decision-makers

Enable social change

Work with committees and local power groups

Project management

Social analysis

Social change activism

Systems advocacy

Developing and implementing social policy relating to young people

Social policy in government

Popular education

Community development in youth work includes:

Youth development

Youth participation

Youth leadership

Youth arts practice

Young people and community spaces

Youth enterprise

Youth work at local governments

Youth policy

Developing community resources for young people e.g. street outreach

Community education with or about young people

Education with young people e.g. health promotion, popular education

Peer based education and support programs

Youth work and community projects, such as environmental projects

Collective action

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Articulate key principles, process and goals of community development practice 
Use effective community development processes 
Work effectively with diversity in the community 
Address individual issues arising within community development work and respond within duty of care requirements 
Work with young people in formal and informal groups 
Identify and note young people's issues, needs or interests in community issues 
Encourage and support young people to identify the commonality of their issues, needs and interests 
Discuss possibilities for responding to those needs and interests 
Provide structured or unstructured opportunities for young people with similar interests or needs 
Encourage and support young people to identify relationships between their issues / interests and social structures 
Encourage young people to work together to take joint action 
Ensure young people have the relevant skills and knowledge to operate in a collective way, e.g. knowledge shortfalls, meeting skills, auditing skills and knowledge 
Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups 
Support, encouragement and opportunities are provided to young people to enable them to: 
 
 
 
 
 
 
 
 
Identify other stakeholders interested in the issue or strategy 
Identify the interest, resources and possible roles of stakeholders 
Support young people in contacting, informing and negotiating alliances with stakeholders 
Assist young people and stakeholders are to maintain appropriate contact and information flow 
Encourage young people to acknowledge key stakeholder support 
Provide relevant information as required to individuals and the group to facilitate better operation of collective networks 
Provide individual or group support on an ongoing basis 
Use group processes to monitor progress and adapt or further develop plans 
Support groups to monitor and record progress 
Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an on-going basis 
Evaluate strategies and group processes 
Provide reports of outcomes as appropriate to stakeholders and within the organisation 
Celebrate achievements, including personal development, skills development and social change 

Forms

Assessment Cover Sheet

CHCYTH504A - Support young people to take collective action
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCYTH504A - Support young people to take collective action

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: