- CHCCD401D - Support community participation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCD401D Mapping and Delivery Guide
Support community participation
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CHCCD401D - Support community participation |
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Description | This unit describes the knowledge and skills required to provide a range of opportunities for community groups and individuals to participate and design cooperative arrangements for addressing common concerns | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit is intended for application within a community work or community development work context | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Work with individuals and the community to promote participation |
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Element: appropriate policies and strategies are developed | ||||||||
Element: adequate resourcing is identified | ||||||||
Element: key people are consulted | ||||||||
Element: identified needs are addressed |
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Element: Support existing community activities |
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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 will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions |
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 Resources required for assessment include access to appropriate structures, people or organisations for assessment of ability to work with key people or stakeholders in the community |
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, assignment, 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: Community development methods and their principles and practices Funding sources and their policies and strategies for encouraging community input and participation budget and funding allocation Local, state and federal strategies/legislation Health promotion (as per Ottawa Charter) |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate the capacity to undertake a range of activities to ensure appropriate participation by groups and individuals in community based activities 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: Work with key people or stakeholders in the community Demonstrate application of skills in: research relating to the community policy development report writing, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines evaluating effectiveness of community based activities budgeting negotiation, liaison, networking marketing facilitation |
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. | |
Working with the community may include activities associated with: | Health promotion Community service delivery Community projects Community development Community action Community planning Consultative and planning committees Sector development structures |
Opportunities for community members and groups to participate may include: | Systems within and outside the organisation Activities at program, operative and management levels Formal and informal systems Focus groups on relevant issues Inviting community participation on organisation committees e.g. quality assurance committees, ethics committees Through publications Group facilitation Peer education/training Seminars and workshops |
Key people may include: | Advocacy groups Policy and decision-makers in the specific community Individuals, groups or communities most likely to be affected by strategies or action plans Community leaders People with formal and informal representative roles |
Strategies which the worker may develop may include: | Development of new business, employment opportunities for individuals Establishment of advocacy groups Health promotion activities Development of community facilities Strategies to increase access to facilities, services or decision-making Providing direction, advice and information |
Information and resources may include: | Equipment Staff skills and time Provision of facilities Educational materials Funding Skills/administrative support Physical, transport, venues, material, equipment Developmental training Financial |
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 |
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Undertake work to identify key community issues to be addressed | |||
Undertake planning to address community issues to ensure: | |||
Ensure processes are forward looking and proactive | |||
Use appropriate interpersonal and networking skills to enlist support from key people and groups | |||
Provide opportunities for community input to planning provision of services | |||
Guarantee community input and participation in services | |||
Undertake appropriate review of the relevance of existing community activities, based on changing community needs | |||
Provide relevant support and assistance to existing community activities to obtain additional resources required for effective operation | |||
Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities | |||
Provide appropriate support to community groups to become self managing in the implementation of plans |
Forms
Assessment Cover Sheet
CHCCD401D - Support community participation
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
CHCCD401D - Support community participation
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: