Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCYTH504A, 'Support young people to take collective action'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support young people to take collective action' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Work within a community development framework | 1.1 Articulate key principles, process and goals of community development practice 1.2 Use effective community development processes 1.3 Work effectively with diversity in the community 1.4 Address individual issues arising within community development work and respond within duty of care requirements 1.5 Work with young people in formal and informal groups |
2. Encourage and support young people to develop and use networks | 2.1 Identify and note young people's issues, needs or interests in community issues 2.2 Encourage and support young people to identify the commonality of their issues, needs and interests 2.3 Discuss possibilities for responding to those needs and interests 2.4 Provide structured or unstructured opportunities for young people with similar interests or needs 2.5 Encourage and support young people to identify relationships between their issues / interests and social structures 2.6 Encourage young people to work together to take joint action |
3. Support young people to come together to plan collective action | 3.1 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 3.2 Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups 3.3 Support, encouragement and opportunities are provided to young people to enable them to: meet and work effectively together in common interest groups promote / publicise groups to enable broader youth participation where appropriate express and explore their views and identify issues of common concern explore options for addressing issues and needs collectively within existing structures and in revised structures use group processes to generate ideas, evaluate and select strategies for taking collective action plan the selected strategies, including actions, resources, timelines and responsibilities required identify the information, skills and resources that are already available and required to take action access or provide available resources and support on an ongoing basis |
4. Support young people to identify and form alliances with key stakeholders | 4.1 Identify other stakeholders interested in the issue or strategy 4.2 Identify the interest, resources and possible roles of stakeholders 4.3 Support young people in contacting, informing and negotiating alliances with stakeholders 4.4 Assist young people and stakeholders are to maintain appropriate contact and information flow 4.5 Encourage young people to acknowledge key stakeholder support |
5. Support young people to implement their strategies or action plans | 5.1 Provide relevant information as required to individuals and the group to facilitate better operation of collective networks 5.2 Provide individual or group support on an ongoing basis 5.3 Use group processes to monitor progress and adapt or further develop plans |
6. Assist young people to monitor and evaluate strategies | 6.1 Support groups to monitor and record progress 6.2 Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an on-going basis 6.3 Evaluate strategies and group processes 6.4 Provide reports of outcomes as appropriate to stakeholders and within the organisation 6.5 Celebrate achievements, including personal development, skills development and social change |