Course Title: Support young people to create opportunities in their lives

Part B: Course Detail

Teaching Period: Term1 2019

Course Code: HWSS6018C

Course Title: Support young people to create opportunities in their lives

Important Information:

Students typically complete 80 hours of WIL

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 (3) 9925 44540

Course Contact Email: dianne.mackay@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

 

In this unit students will develop the skills and knowledge required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level.  This applies to all youth work roles where the young person is the primary client.

 

This unit is delivered and assessed with 

CHCYTH001 Engage respectfully with young people

CHCYTH002 Work effectively with young people in the youth work context

CHCYTH010 Provide services for young people appropriate to their needs and circumstances 


CHCPRT001 Identify and respond to children and young people at risk  


CHCYTH004 Respond to critical situations

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCYTH003 Support young people to create opportunities in their lives
Element:	1. Create a relationship of trust and respect
Performance Criteria:	1.1 Apply principles of youth work practice to facilitate safe individual or group processes for interaction 1.2 Identify the conditions necessary for young people to change and grow 1.3 Listen to and observe the young person's stories experiences, and behaviour to clarify concerns and needs 1.4 Encourage and support young people to identify relationships between their issues and social structures 1.5 Respect the young person's culture/s and way of interacting
Element:	2. Work with young people to identify their needs, rights, strengths, hopes and opportunities
Performance Criteria:	2.1 Use a range of communication skills to identify and explore the young person's challenges, strengths and resources 2.2 Encourage the client to reframe their current circumstances to support their own understanding 2.3 Identify and acknowledge circumstances outside the young person's control 2.4 Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture 2.5 Take appropriate action to address immediate issues or concerns 2.6 Confirm own understanding of issues and opportunities with the young person
Element:	3. Identify goals with the young person
Performance Criteria:	3.1 Use creative methods, processes and questions to consider and create possibilities 3.2 Establish with the young person their desired outcomes 3.3 Assist young people to explore future possibilities and ways of being 3.4 Identify barriers that hinder the way young people would like changes to take place
Element:	4. Develop and implement action plans
Performance Criteria:	4.1 Use a range of youth work interventions to create future opportunities 4.2 Explore additional resources needed to achieve goals 4.3 Develop proposals and strategies for action plans 4.4 Measure and ensure change is noticed 4.5 Document intervention work as required

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the below elements.

1. Create a relationship of trust and respect	1.1       Apply principles of youth work practice to facilitate safe individual or group processes for interaction 1.2       Identify the conditions necessary for young people to change and grow 1.3       Listen to and observe the young person’s stories experiences, and behaviour to clarify concerns and needs 1.4       Encourage and support young people to identify relationships between their issues and social structures 1.5       Respect the young person’s culture/s and way of interacting
2. Work with young people to identify their needs, rights, strengths, hopes and opportunities	2.1       Use a range of communication skills to identify and explore the young person’s challenges, strengths and resources 2.2       Encourage the client to reframe their current circumstances to support their own understanding 2.3       Identify and acknowledge circumstances outside the young person’s control 2.4       Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture 2.5       Take appropriate action to address immediate issues or concerns 2.6       Confirm own understanding of issues and opportunities with the young person
3. Identify goals with the young person	3.1       Use creative methods, processes and questions to consider and create possibilities 3.2       Establish with the young person their desired outcomes 3.3       Assist young people to explore future possibilities and ways of being 3.4       Identify barriers that hinder the way young people would like changes to take place 4. Develop and implement action plans     4.1       Use a range of youth work interventions to create future opportunities 4.2       Explore additional resources needed to achieve goals 4.3       Develop proposals and strategies for action plans 4.4       Measure and ensure change is noticed 4.5       Document intervention work as required

Details of Learning Activities

Learning activities:

This course learning activities will be supported and complimented by RMIT’s online learning management tool Canvas.  Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies.  Some learning activities that you will undertake in the workshops are:

• Class discussion
• Documentary viewing and discussion
• Guest speaker
• Group work projects
• Questioning

 

• Work placement - 80 hours of work placement in a youth work agency support learning and assessment in this unit

Teaching Schedule

This unit will be delivered over 32 half day sessions (16 full days) during Semester 1 and 28 half day sessions (14 full days) during Semester 2.

SEMESTER 1

Class	Teacher	Topic	Content	Elements of Competency	Resources	Assessment Due Dates
1 & 2	Trevor Bayley	Welcome, introductions, unit introduction	Welcome and introductions Introduction to the cluster Introduction to WIL Introduction to assessments for the cluster Expectations of students especially in relation to this cluster eg: email communication Review cluster in Canvas Meeting each other
3 & 4	Trevor Bayley	History of youth work & “the youth work context” Models of youth work practice	What is “youth” History of youth culture and subcultures Harmful and helpful stereotypes about young people Where does the concept of “youth” come from? Why do we need youth workers What role do youth workers play in society? Professionalisation of youth work Youth culture in Australia Current topics of debate about young people in Australia Develop comprehensive understanding of youth sector	CHCYTH001: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.1 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5
5 & 6	Trevor Bayley	Mutual respect and autonomy in youth work. Common misconceptions/myths. Youth centred practice.	Communicating with young people Confidentiality with young poeple Working with the young person as the focus Rights, responsibilities and needs of young people Professional relationship boundaries Power inequities in professional relationships Social and media myths about young people Myths about the ways youth workers work	CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6
7	Trevor Bayley	Recognising individual needs and circumstances. Physical, moral and psychosocial development and behaviour of young people	Situating young people within their context. Maintaining up to date knowledge and awareness of social, political, economic and legal contexts of young people Apply knowledge and understanding of historical and cultural contexts to individual young people.	CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4
8	Trevor Bayley	Excursion to YACVic.
9 & 10	Trevor Bayley	Engaging with young people – how to build and maintain rapport. Legal frameworks and duty of care requirements.	Duty of care Mandatory reporting Privacy and Confidentiality Identify goals with the young person Create a relationship of trust and respect	CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6
11	Trevor Bayley	Creating opportunities. Goal setting and planning. Recognising and responding to strengths and assets Working with diversity.	Identify goals with the young person Develop and implement action plans Work with young people to identify their needs, rights, strengths, hopes and opportunities Documentation of work. Reflect understanding of youth culture and subculture and individual experiences and development Recognise the role cultural diversity plays in young people’s development Recognise the ways other diversities play roles in young people’s development eg: sexuality, gender, disability, family structure etc.	CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5,
12	Trevor Bayley	Assessment Task 1 To be completed in class				Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment.
13 & 14	Trevor Bayley	Welcome back from Easter Break. Being informed – research in youth work Preparing for placement – review assessments	Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of young people. Reputable and disreputable sources of information about young people. Analysing data on young people. Translating data into meaningful information	CHCYTH002: 1.2, 1.3, 4.1
15	Trevor Bayley	Excursion to Melbourne Magistrates Court	10:30am arrival at Melbourne Magistrates Court for observation Behaviour Visitors are expected to conduct themselves in an orderly and respectful manner at all times.  Court staff have the right to ask anyone to leave the premises if they are not following expected behaviours.   When entering and exiting a courtroom, it is customary to: Pause briefly at the door and bow your head towards the Coat of Arms located behind the magistrate Stand up from your seat when the magistrate enters and exits the courtroom.  The following are not permitted in the courtroom: talking, smoking, eating and chewing gum video or other cameras, tape recorders or two-way radios the use of mobile phones and tablets – view MCV’s use of electronic devices policy.  Clothing If students aren’t in school uniform, they must dress appropriately and are discouraged from wearing:   thongs caps  singlets.
16	Trevor Bayley	Organisational context Working for a youth organisation Representing your workplace	Core values and practice frameworks of youth work as a profession Core values and practice frameworks of different youth work organisations Identifying organisations that align with your personal values and beliefs.	CHCYTH001: 4.1, 4.2, 4.3 CHCYTH002: 3.1, 3.3, 4.1, 4.2, 4.3
17 & 18	Trevor Bayley	Providing services to young people. Goal and agenda setting. Targeted assistance and referrals. Advocacy	Identifying immediate vs long term needs Explore issues facing young people Explore nature of support services required/sought Facilitate goal setting Ensure true nature of needs is investigated within comfort of young person Facilitate appropriate and achievable action planning Provide targeted assistance Investigate and negotiate other people/organisation’s involvement Provide appropriate referrals Document actions Play advocacy role as requested/required	CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5
19	Trevor Bayley	Recognising and responding to risks experienced by young people & the difference between being “at-risk” and “in crisis”.	Risk assessments Common risk factors for young people Causes of risk taking behaviour in young people Prioritising safety	CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4		Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents
20	Trevor Bayley	Responding to critical situations Responding to crises with young people and their families	Implementing risk-minimisation strategies Maintaining a safe environment before, during and after critical situations Handling violent behaviour Prevent escalation of violent behaviour Securing the safety of clients, families, staff and bystanders	CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4		Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents
21 & 22	Trevor Bayley	Child protection Child Safe Standards Mandatory reporting Abuse and neglect Ethical concerns	Implementing work practices which support the protection of children and young people Identify and report indications of possible risk of harm Apply ethical and nurturing practices when working with young people Identifying signs of abuse and neglect Report writing for indicators of harm or risk of harm	CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4		Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents
23  & 24	Trevor Bayley	Working with Young People Workplace Investigation				Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
25 & 26	Trevor Bayley	Working with Young People Workplace Investigation				Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
27 & 28	Trevor Bayley	Preparation for Career Pop-up shops in youth organisations
29 & 30	Trevor Bayley	Preparation for Career Pop-up shops in youth organisations
31 & 32	Trevor Bayley	Placement Updates Semester 1  Wrap Up/Assessments

 

SEMESTER 2

This unit will be delivered over 28 half day sessions (14 full days) during Semester 2.

Class	Teacher	Topic	Content	Elements of Competency	Resources	Assessment Due Dates
1 & 2		Welcome, introductions, Semester 2 program	Welcome and introductions Introduction to the cluster for Semester 2 Review cluster in Canvas Meeting each other
3 & 4		Preparation for Career Pop-up shops in youth organisations	Foundation for Young Australians Research (FYA) New Work Order (FYA) Workforce Futures
5 & 6		Working with Young People Work placement updates	Communicating with young people Confidentiality with young people Working with the young person as the focus Rights, responsibilities and needs of young people Professional relationship boundaries Power inequities in professional relationships	CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
7 & 8		Preparation for Workplace Observation: Working with a Group.	Situating young people within their context. Maintaining up to date knowledge and awareness of social, political, economic and legal contexts of young people Apply knowledge and understanding of historical and cultural contexts to individual young people.	CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4
9 & 10		Working with Young People Work placement updates	Duty of care Mandatory reporting Privacy and Confidentiality Identify goals with the young person Create a relationship of trust and respect	CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6
11 &12		Workplace Observation: Working with an individual to plan career options.		CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2,
13 & 14		Workplace Observation: Working with an individual to plan career options.	Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of young people. Reputable and disreputable sources of information about young people. Analysing data on young people. Translating data into meaningful information	CHCYTH002: 1.2, 1.3, 4.1
15 & 16		Excursion TBC
17 & 18		Classroom based Activities linked to assessment task 4	Identifying immediate vs long term needs Explore issues facing young people Explore nature of support services required/sought Facilitate goal setting Ensure true nature of needs is investigated within comfort of young person Facilitate appropriate and achievable action planning Provide targeted assistance Investigate and negotiate other people/organisation’s involvement Provide appropriate referrals Document actions Play advocacy role as requested/required	CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5
19 & 20		Classroom based Activities linked to assessment task 5	Risk assessments Common risk factors for young people Causes of risk taking behaviour in young people Prioritising safety	CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
21 & 22		Classroom based Activities linked to assessment task 6	Implementing risk-minimisation strategies Maintaining a safe environment before, during and after critical situations Handling violent behaviour Prevent escalation of violent behaviour Securing the safety of clients, families, staff and bystanders	CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
21 & 22		Placement updates/ Reflections and review	Implementing work practices which support the protection of children and young people Identify and report indications of possible risk of harm Apply ethical and nurturing practices when working with young people Identifying signs of abuse and neglect Report writing for indicators of harm or risk of harm	CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
23  & 24		Semester 2  Wrap Up/ Assessments
25 & 26		Semester 2  Wrap Up/ Assessments
27 & 28		Semester 2  Wrap Up/   Assessments

Learning Resources

Prescribed Texts

References

Other Resources

You will be provided with the resources and tools for learning in this course.  These resources will also be provided in Canvas.  They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.

Overview of Assessment

 

To demonstrate competency in this course you will need to complete all of the following assessment tasks  to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).

ASSESSMENT REQUIREMENTS ALIGNED TO WORK PLACEMENT ACTIVITIES.  

Students must complete 80 hours of work placement supported by RMIT to achieve competency in these units.  These units support students learning and assessment in the workplace.

Assessment Task 1: Working with Young People Research questions

 This assessment requires you to answer a series of questions about working with young people in the youth work context.

 Assessment Task 2:Working with Young People: Workplace Investigation

 This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.

 Assessment Task  3:Workplace Observation – Responding to children and young people at risk

 This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.

 Assessment Task 4: Workplace Observation: Working with a Group.

 This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.

 Assessment Task 5:Workplace Observation: Working with young people to set goals and provide information

 This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.

 

 

 

Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:   CA: Competency Achieved NYC: Not Yet Competent DNS: Did not Submit for Assessment   If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Unit if you would like to find out more: https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services   A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.   Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams   

 

Assessment Tasks

ASSESSMENT TASK 1

TASK: Written response to seven questions.

The purpose of this assessment is for you to demonstrate theoretical knowledge that you need to apply to your practice as a youth worker. This knowledge covers these topics:

• physical, moral and psychosocial development and behaviour of young people
• working with diverse cultures
• current issues and their impact on young people
•  youth centred practice
• legal frameworks and duty of care requirements
•  behaving professionally and
• understanding youth cultures, subcultures and stereotypes.

 You will be expected to show through your answers important points about these topics and how you would apply this knowledge to the day to day work of a youth worker. 

ASSESSMENT TASK 2

TASK: Workplace Investigation- Written response to five questions

The purpose of this assessment is for you to find information in your workplace to enhance your understandings of working with young people. This information will build on the induction program for your work placement, addressing the agency's policies and procedures and a code of conduct for youth workers.

In this assessment task the topics covered are:

• code of conduct for youth workers
• organisational policies and procedures in youth services
• job description of a youth worker
• ethical issues faced by youth workers
• minimising risk and handling violent behaviour.

You will be expected to show through your answers important points about these topics and how you would apply this knowledge to the day to day work of a youth worker. There are 5 questions to answer.

These topics have been covered in class but you will also undertake some of your own research to complete the questions.

ASSESSMENT TASK 3

TASK: Workplace Observation - Group Setting

The purpose of this assessment is to observe you communicating and engaging with young people in a youth work context. You will apply good communication, interpersonal skills and inclusive practices, your knowledge about the characteristics of young people and the youth centred work practices you have learnt. This assessment tasks will assess your ability to:

• use good communication skills when working with children and young people
• use good interpersonal skills
• understand confidential information
• use a range of support strategies with individuals who are in the group
• model good behaviour by participating.

 

ASSESSMENT TASK 4

TASK: Workplace Observation - Individual Setting

The purpose of this assessment is to observe you interacting, encouraging and supporting two young people in an individual youth work setting. You will support these young people to identify and achieve their goals. This assessment task will assess your ability to work with an individual young person by:

• using good communication skills
• using supportive strategies to assist in identifying goals and risks
• using supportive strategies to assist young people who are vulnerable or unconfident
• reinforcing their strengths
• providing positive feedback throughout the activity.

 

ASSESSMENT TASK 5

TASK: Workplace Observation - Career Session

The purpose of this assessment is to support a young people in an individual youth work setting by providing career information. You will support this young person to identify and achieve their goals in options for future careers. This assessment task will assess your ability to work with an individual young person by:

• using good communication skills
• using supportive strategies to assist in identifying goals and risks
• using supportive strategies to assist young people who are vulnerable or unconfident
• reinforcing their strengths
• providing positive feedback throughout the careers session
• providing information that is useful in relation to careers.

 

ASSESSMENT TASK 6

TASK: Ethical and Duty of Care Role Plays

The purpose of this assessment task is for you to demonstrate how to respond to ethical issues and duty of care incidents when working as a youth worker.

An assessor will observe you communicating and engaging about ethical issues and duty of care incidents, in two roles in a simulated youth work context. First you will play the role of a youth worker in discussion with a supervisor and secondly you will play the supervisor in dialogue with a youth worker. For these roles, you are to present information according to the perspective of the job role. The observation check list (attached) covers the actions to demonstrate in both role plays.

The assessor will ask you the questions on completion of the role play.

You will apply good communication and analytical skills, your knowledge about the characteristics of young people and the youth centred work practices you have learnt in the course.

All of these topics have been covered in your learning program.   Additional research is required.

Assessment Matrix

Other Information

 Work placement

This unit must be assessed in the work place.   You must complete 80 hours of work placement in a youth work organisation, undertaking the kinds of professional tasks you could expect to perform while employed as a youth worker in order to gain competency in this unit of competency.

Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.

Working with Children
You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.

Immunisation
You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.

Attendance

It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
1. a) You believe an error has occurred in the calculation of the grade; or,
2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals

Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student's work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Course Overview: Access Course Overview