NTISthis.com

Evidence Guide: CHCYTH5C - Support youth programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCYTH5C - Support youth programs

What evidence can you provide to prove your understanding of each of the following citeria?

Identify the activity / program required

  1. The need for a particular program is assessed from relevant evidence collected
  2. A range of possible programs to meet the defined needs are identified and reviewed
  3. Selection of a program type is based on client needs, organisation's criteria, and availability of resources
The need for a particular program is assessed from relevant evidence collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of possible programs to meet the defined needs are identified and reviewed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selection of a program type is based on client needs, organisation's criteria, and availability of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare activity / program plan

  1. Appropriate strategic planning activities are undertaken, to ensure client needs are met
  2. Planning activities incorporate consultation with key clients and stakeholders
  3. Operational arrangements for conducting the program are determined and assessed for feasibility
  4. Appropriate implementation and evaluation strategies are included in the activity/program plan
  5. Planning activities reflect accepted good practice in working with young people
Appropriate strategic planning activities are undertaken, to ensure client needs are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planning activities incorporate consultation with key clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operational arrangements for conducting the program are determined and assessed for feasibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate implementation and evaluation strategies are included in the activity/program plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planning activities reflect accepted good practice in working with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver activity / program

  1. The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements
  2. Participants are provided with access to a range of activities suited to their needs and interests
  3. Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies
  4. The program is adapted to the changing needs of participants as required
  5. Problems in program delivery are addressed promptly
The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participants are provided with access to a range of activities suited to their needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The program is adapted to the changing needs of participants as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems in program delivery are addressed promptly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate activity program

  1. Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders
  2. Appropriate evaluation strategies are used routinely during and after the program and used for revision and development
  3. Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders
  4. Reports are prepared and presented as required
Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate evaluation strategies are used routinely during and after the program and used for revision and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reports are prepared and presented as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Critical aspects of assessment must include:

Target groups relevant to the worker and the activity or program

Consulting with relevant stakeholders

Working with individuals and groups

Abilities in autonomous work and team work

Interdependent assessment of units:

Completion of this unit removed the requirement to complete:

CHCCS3B - Co-ordinate the provision of services and programs

Essential knowledge:

A range of youth activities and programs

Legal and safety requirements as they relate to activities and programs

Relevant funding sources

Essential skills:

Research and consultation

Coordination and management of programs

Analysis of data, information and relationships

Advocacy

Provision of support to a diverse range of people/organisations

Conflict resolution/negotiation and mediation

Cross cultural communication and negotiation

Literacy adequate to prepare a range of appropriate resource material

Working with and through community leaders

Resource implications:

Access to a workplace or to an accurately simulated environment where assessment may take place.

Consistency in performance:

For at least two of the types of activities and programs identified in the Range Statement

For at least two of the purposes identified in the Range Statement

Context of assessment:

This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions.

Critical aspects of assessment must include:

Target groups relevant to the worker and the activity or program

Consulting with relevant stakeholders

Working with individuals and groups

Abilities in autonomous work and team work

Interdependent assessment of units:

Completion of this unit removed the requirement to complete:

CHCCS3B - Co-ordinate the provision of services and programs

Essential knowledge:

A range of youth activities and programs

Legal and safety requirements as they relate to activities and programs

Relevant funding sources

Essential skills:

Research and consultation

Coordination and management of programs

Analysis of data, information and relationships

Advocacy

Provision of support to a diverse range of people/organisations

Conflict resolution/negotiation and mediation

Cross cultural communication and negotiation

Literacy adequate to prepare a range of appropriate resource material

Working with and through community leaders

Resource implications:

Access to a workplace or to an accurately simulated environment where assessment may take place.

Consistency in performance:

For at least two of the types of activities and programs identified in the Range Statement

For at least two of the purposes identified in the Range Statement

Context of assessment:

This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions.

Required Skills and Knowledge

Not applicable.

Range Statement

Programs may include:

Activities designed to address needs of target groups

Activities designed to meet needs identified in research

Strategies to implement government/funding agency policy

Activities to extend the participation numbers in existing programs

Strategies to address exclusion, discrimination and alienation

Those directed at individual young people and their needs

Those directed at the general community which affect young people

Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision makers

Those designed to respond to social, economic and demographic changes

Programs may have the following focus:

Education/learning/training, e.g. homework support and study

Personal development and support, e.g. life skills education

Music and performing arts, e.g. youth theatres, band, video production team

Research, planning and management, e.g. Aboriginal cultural camp, scouts meeting

Community action, e.g. anti violence group

Special interest causes, e.g. young people against nuclear disarmament

Enterprise development activities

Employment, funding raising, small business

Program activities may include:

Discussion groups, e.g. about safe sex, religious beliefs

Sporting and recreation activities, e.g. basketball at the drop in centre, pool game, disco, bush excursion

Structured and unstructured social activities, e.g. party, shopping, visit to the cinema

Programs are planned and implemented for the purpose of:

Providing immediate support

Promoting young people's participation and personal development

Enabling young people to use their time constructively, have fun and develop qualities of self reliance

Enabling young people to learn life skills, knowledge and attitudes

Programs may include:

Activities designed to address needs of target groups

Activities designed to meet needs identified in research

Strategies to implement government/funding agency policy

Activities to extend the participation numbers in existing programs

Strategies to address exclusion, discrimination and alienation

Those directed at individual young people and their needs

Those directed at the general community which affect young people

Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision makers

Those designed to respond to social, economic and demographic changes

Programs may have the following focus:

Education/learning/training, e.g. homework support and study

Personal development and support, e.g. life skills education

Music and performing arts, e.g. youth theatres, band, video production team

Research, planning and management, e.g. Aboriginal cultural camp, scouts meeting

Community action, e.g. anti violence group

Special interest causes, e.g. young people against nuclear disarmament

Enterprise development activities

Employment, funding raising, small business

Program activities may include:

Discussion groups, e.g. about safe sex, religious beliefs

Sporting and recreation activities, e.g. basketball at the drop in centre, pool game, disco, bush excursion

Structured and unstructured social activities, e.g. party, shopping, visit to the cinema

Programs are planned and implemented for the purpose of:

Providing immediate support

Promoting young people's participation and personal development

Enabling young people to use their time constructively, have fun and develop qualities of self reliance

Enabling young people to learn life skills, knowledge and attitudes