Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCYTH503A Mapping and Delivery Guide
Undertake youth work in specific communities

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCYTH503A - Undertake youth work in specific communities
Description This unit describes the skills and knowledge required to work effectively with young people in specific communities, including Aboriginal and/or Torres Strait Islander communities, schools, rural and remote communities and other specific community settingsIt includes the use of individual, group and community development processes to address issues of concern to young people in those communities
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to youth work in the context of diverse groups of young people and communities
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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
Elements of Competency Performance Criteria              
Element: Become familiar with the culture of the specific community
  • Identify the historical, social, political, economic and environmental factors that impact on the community
  • Get to know the members and the culture of the specific community
  • Identify how relationships, communication and power structures work within the community
  • Identify the key decision-makers and opinion makers within the community
  • Identify the key external stakeholders of the community
       
Element: Identify the place of young people in that community
  • Establish and maintain networks and relationships with the key stakeholders in the community
  • Identify the experiences, key issues and concerns of young people in the community
  • Identify the expectations of young people and other key stakeholders of your role within the community
       
Element: Identify issues of common interest for young people and other key stakeholders in the specific community
  • Support young people to safely express their views
  • Identify areas of common concern and difference
  • Identify key community allies who share young people's concerns
  • Make referral to address individual issues within duty of care requirements
  • Brainstorm a range of ideas to address issues of common concern and create opportunities for young people in the community
       
Element: Work with young people and other key stakeholders to plan, implement, evaluate and document specific interventions appropriate to the community
  • Reflect on effective models, strategies and programs that address young people's issues in community work
  • Deliver services safely in line with organisation policies, regulatory requirements and community protocols
  • Consider and respect local community values, beliefs and roles when providing services
  • Identify aspects of organisation's service strategies, policies, bodies and resources relevant to work in specific communities
  • Apply strategies and policies to address identified needs of young people in communities
  • Identify barriers to access and equity in relation to young people
  • Take available opportunities to advocate on behalf of young people within communities
  • Maintain confidentiality of client information
  • Document interventions and outcomes
       


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

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:

Historical, social, political, economic and environmental factors that impact on community

Community cultural characteristics in which youth work is performed

Political and power dynamics within the community relationships and functioning

Key stakeholders within communities

Understanding of the role and place of young people in communities

Duty of care requirements and application in the community context

Community development principles

Issues of confidentiality in community context when working with young people and other community members

Power dynamics in community relationships and structures

Youth centred practices with focus on the young person as the primary stakeholder

Youth cultures, social, political and economic and professional frameworks

Principles of ethical decision-making

The impact of judgement making skills in youth work

Own cultural values, cultural lens and ethnocentrism

Different world views and the interrelationship of society, culture, and the young person

Diversity in all forms -cultural, sexualities, abilities, socioeconomics, experiences of migrants, refugees and asylum seekers, geographical locations

Essential skills:

It is critical that the candidate demonstrate the ability to:

Establish and maintain networks in communities in which youth work is performed

Refer to appropriate services within and external to the community

Implement community development principles and strategies to engage young people and others in community action and response

Communicate with people from a diverse range of backgrounds

Identify youth centred issues in a variety of community contexts

Use a range of community engagement strategies

Respect difference and embrace diversity of cultures

Facilitate negotiations in conflict situations in communities where the conflict may be between young people and other community stakeholders

Advocate for young people's participation in community issues and decision-making where appropriate

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.

Historical, social, political, economic and environmental factors may include:

Social and cultural construct of community

Young people in the media

Socioeconomic status of young people and the community

Rights needs and responsibilities of young people

Stereotyping of young people within and external to the community

Culture includes:

As defined by the community with whom worker has contact and can include:

shared experiences within ethnicity based groups

shared interest and ideologies

shared social practices and rituals, religion and spirituality

other

Power structures in a community may include:

Political

Social

Religious

Economic

Collective

Hierarchical

Key stakeholders in the community may include:

Spiritual leaders

Political members

Religious members

Individuals appointed by others in the community

Elders

Educators

Effective models, strategies and programs that address young peoples issues may include:

Client self determination

Empowerment

Community development

Community education

Intervention

Support

Prevention

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
Identify the historical, social, political, economic and environmental factors that impact on the community 
Get to know the members and the culture of the specific community 
Identify how relationships, communication and power structures work within the community 
Identify the key decision-makers and opinion makers within the community 
Identify the key external stakeholders of the community 
Establish and maintain networks and relationships with the key stakeholders in the community 
Identify the experiences, key issues and concerns of young people in the community 
Identify the expectations of young people and other key stakeholders of your role within the community 
Support young people to safely express their views 
Identify areas of common concern and difference 
Identify key community allies who share young people's concerns 
Make referral to address individual issues within duty of care requirements 
Brainstorm a range of ideas to address issues of common concern and create opportunities for young people in the community 
Reflect on effective models, strategies and programs that address young people's issues in community work 
Deliver services safely in line with organisation policies, regulatory requirements and community protocols 
Consider and respect local community values, beliefs and roles when providing services 
Identify aspects of organisation's service strategies, policies, bodies and resources relevant to work in specific communities 
Apply strategies and policies to address identified needs of young people in communities 
Identify barriers to access and equity in relation to young people 
Take available opportunities to advocate on behalf of young people within communities 
Maintain confidentiality of client information 
Document interventions and outcomes 

Forms

Assessment Cover Sheet

CHCYTH503A - Undertake youth work in 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

CHCYTH503A - Undertake youth work in 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: