- CHCCD413D - Work within specific communities
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCD413D Mapping and Delivery Guide
Work within specific communities
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | CHCCD413D - Work within specific communities |
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Description | This unit describes the knowledge and skills required to work with individuals or groups in specific communities | ||
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: Define the issues of specific communities or groups |
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Element: Undertake relevant work in the context of specific communities or groups |
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Element: Evaluate work undertaken within specific communities |
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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 may be assessed on the job using appropriate relevant materials and examples or through simulation The candidate must be able to demonstrate competence in working with at least one group or community over a number of assessment situations and through a number of assessment tools, including: observation reports from supervisors or other key people, and confirmation from key community leaders |
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 a workplace or to an environment that accurately simulates the workplace |
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: Composition of specific community and group structures, practices and values Specific communication protocols and practices Social, political, cultural, historical issues that affect or are relevant to specific communities and groups Relevant networks, people, stakeholders Culture and diversity Models of society Critique of socialisation theory Family, power Understanding of deviance Identity theories Specific knowledge areas may include aging, youth women, health, housing, environment, multiculturalism, family violence etc |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate the capacity to work effectively with a specific group, validated by community acceptance and the impact of work undertaken 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: Demonstrate application of skills in: consultation facilitation research, including data collection/analysis and recording, and effective use of relevant information technology in line with occupational health and safety (OHS) guidelines high level interpersonal relationship |
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. | |
Issues of specific communities may relate to: | Cultural and linguistic diversity Risk of self-harm Mental health Gender Sexuality Age General health Alcohol and other drugs abuse Disability Location e.g. urban, rural and remote Income Family systems Religion |
Work may relate to: | Specific groups, issues or communities e.g. health issues of young people from particular cultural backgrounds and/or geographic areas Research activities Policy development Advocacy Referrals Project development and implementation Project design and implementation |
Context of work may include: | Social, political and economic issues impacting upon specific communities and groups Models of community development Legislative and statutory frameworks |
Values and structures may include: | Cultural preference and mores of specific groups e.g. religious/spiritual observances Language Family relationships Status/protocol Ceremonies/celebrations Prohibitions/taboos |
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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Identify the details of individual and group issues of the specific community through appropriate research and consultation | |||
Identify the values and structures of the community as they impact on individuals and groups | |||
Identify, by appropriate research and consultation, preferred means of dealing with individuals and groups from specific communities | |||
Use the values, issues and structures within specific communities to define the ways of working | |||
Identify relevant community structures and utilise to maximise outcomes for individuals and groups | |||
Ensure work within communities is consistent with defined job role and agreed protocols | |||
Utilise interpersonal skills which are consistent with community practices and standards | |||
Undertake appropriate evaluation of work in consultation with relevant community stakeholders | |||
Monitor work within communities to ensure reflection of relevant values and structures | |||
Undertake evaluation in a manner that ensures responsiveness to community needs and issues |
Forms
Assessment Cover Sheet
CHCCD413D - Work within specific communities
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
CHCCD413D - Work within specific communities
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: