Course Title: Plan and conduct group activities

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HWSS6082C

Course Title: Plan and conduct group activities

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +353 (3) 9925 4454

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Dianne Mackay

Nominal Hours: 70

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


Course Description

This unit describes the knowledge and skills required to establish, lead and participate in a groups using a collaborative, strengths-based approach.

This unit is taught and assessed with CHCCDE003 Work within a community development framework.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCGRP002 Plan and conduct group activities


1. Plan group activities and resources

Performance Criteria:

1.1 Review available information and identify the needs of the group

1.2 Generate ideas for activities that respond to identified needs

1.3 Identify, calculate and document the resources required for group activities

1.4 Identify and follow up on the need to make submissions for potential sources of assistance and resources within scope of own job role

1.5 Organise resources according to organisation procedures


2. Coordinate group planning processes

Performance Criteria:

2.1 Seek opportunities actively for collaborative planning and shared ownership with clients

2.2 Solicit, analyse and prioritise information about group’s needs and expectations

2.3 Negotiate the purpose of group activities with the group allowing time and opportunity for individuals to articulate their ideas and wishes

2.4 Translate purpose of proposed group activity into a set of documented aims and objectives based on input

2.5 Analyse potential impact on group operation of the values and beliefs of both worker and client

2.6 Design group strategies that promote effective group operation and take into account specific characteristics of participating clients


3. Manage group processes and conflict

Performance Criteria:

3.1 Promote opportunities for open dialogue and active listening between group members

3.2 Encourage and model sensitivity to diverse participants

3.3 Use strategies to prevent conflict within own role, power and capacity

3.4 Identify and reinforce the outcomes of positive conflict

3.5 Clarify and confirm principles and practices of conflict resolution in a group and seek agreement to implement them

3.6 Encourage acknowledgement of rights and responsibilities and perceptions of all participants in the conflict situation

3.7 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation


4. Evaluate group activities

Performance Criteria:

4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback

4.2 Seek feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development

4.3 Document evaluation information according to organisation procedures and distribute to relevant people

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency within the Youth Work Sector.

Details of Learning Activities

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

  • workshops
  • class exercises to review discussions/lectures
  • group discussion
  • responses to case studies
  • workplace simulations and role plays of youth work practice
  • analysis/critique of relevant reading material
  • group projects / activities
  • peer learning
  • peer teaching and class presentations
  • guest lecture/presentation
  • research
  • independent project based work
  • ‘workshopping’ of student projects including peer/lecturer feedback
  • online learning in Blackboard
  • Work Integrated Learning (WIL) practical placement

Teaching Schedule

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.





Elements of Competency

Assessment Due Dates

1 & 2

Community Development practice and youth work


Community Development practice and youth work

Examples of organisations and projects






Principles of community development

Youth work principles

YACVIC code of practice

Community participation

Social and personal development


Having a voice and a place in society



Youth work and community development


Group work

Establishing group goals


Barriers to community development in youth work


3 & 4


Community development work models


1.1,1.2,1.3 (CD)


Local development work – examples and community development principles

Community education – examples and community development principles

Community networks to support local development work and community education


5 & 6


Community development work models


Task 1: This assessment focuses on the principles and practices of Community Development approaches, and looks at some key terms for Community Development theory and models. Short answer questions.

Assessment in class : Week Beginning March 6th

Advocacy – examples and community development principles

Peer mentoring – examples and community development principles

Self help groups – examples and community development principles

Community networks to support advocacy, peer mentoring, self help groups




Social Issues impacting on young people

When do personal issues become public issues?


2.1,2.2,2.3,2.4 (CD)


The interrelationship of the needs and rights of the young person, the family, the community and society


Working with young people in a community setting


Listening to young people’s stories


Duty of care

Confidentiality and privacy


Referrals to community based organisations to deal with personal and social issues to meet duty of care requirements


Accessing community based youth services in Victoria - the social, economic and political factors impacting on the provision of youth services across the state


8 & 9

Plan community and group work projects

Planning, developing, and evaluating a community development project with young people to address their interests and needs


Providing information so the young people are fully informed about relevant issues and opportunities


Working effectively with diversity in the community


Defining and exploring group work models and principles

Building and maintaining relationships with communities, individuals & partnerships.

Planning community and group work activities











1.1,1.2. (GW)




2.3,2.4,2.5,2.6 (GW)


Task 2: Group project: to develop a community-focused project for young people.

Time will be allocated during classes to complete this assessment: Week beginning March 20th.





Skills for the youth worker to engage young people when delivering services in order to:

Consult young people about their needs and interests

Evaluate the programs and services provided and






11 & 12

Implementing community and group work projects

Facilitation skills

Encouraging participation “the unheard voices”.

Identify and manage practice issues.

Making changes so that programs and services meet young people’s needs and interests including diverse groups .



3.5,3.6,3.7 (GW)

Task 3: Develop activities for groups with diverse participant profiles.


Time will be allocated during classes to complete this assessment: Week beginning 10th April


13 & 14

Implementing community and group work projects

In class working on assessments with guidance from instructor.





Review and improve group work projects

Evaluating projects

Implementing improvements

Completion of assessment related to Community Development and Group work projects.

4.1,4.2,4.3 (GW)


16 & 17

Assessment and review

Completion of assessment related to Community Development and group work projects.



18 & 19

Assessment and review

Reflective practice

Assessment completions

Unit review



Learning Resources

Prescribed Texts




Other Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.

Overview of Assessment

This course is assessed in accordance with competency-based assessment. 

To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.



Questions and answers on community development theories and models of practice (100-150 words per questions)


Work in groups to develop project plans for group activities in response to community needs, including collaboration with young people in the community, resources, marketing and evaluation.


(a)    Develop and facilitate three group activities with three diverse communities.  Video one of the group activities you have run in in class for assessment (3 -5 minutes)

(b)   Complete a reflection on the group activities outlined in part (a) using the table provided.  

Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria.

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 Disability Liaison Unit if you would like to find out more. 

A student charter 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:;ID=c15i3ciaq8ca

Assessment Tasks

Assessment 1

This assessment focuses on the principles and practices of Community Development approaches, and looks at some key terms for Community Development theory and models.


Questions and answers – provide comprehensive answers to questions relating to Community Development – theories, models and practice approaches (100 – 150 per question). 


Assessment 2

This assessment requires you to demonstrate how you would establish, lead and participate in a group activity that answers an identified community need and is developed within a community development framework

Work in groups of 4-5 to formulate a plan for a community development project. This will include planning, developing, facilitating and evaluating a project. 

  • Outline the project and the details for delivery, such as resources, venue, risks, participants, evaluation techniques to be used, how it engages community, marketing etc.
  • Discuss how this project activity can be extended to be delivered to two other target groups


Assessment 3

  • Group work  - work in groups of 4-5 to develop three (3) activities for groups with diverse participant profiles. These should be team-building/ice-breaker type for a group of 5 participants.
  • Video record one (1) of the activities being conducted after developing,  This should be of 3-5 minutes duration and will be submitted for assessment as a group. 
  • Written report – this task will be appraised as a group. It will involve a reflective assessment of the communication skills used in developing your group activities (using table to review how you worked as a group). This task will need to be completed and submitted individually. Describe how the different communication and interpersonal skills were demonstrated (use examples). 

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through Program Coordinator.

Other Information

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


Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

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 an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.


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:


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:

The RMIT library provides tools to assist with your 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 –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93


Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:


Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.


Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.


Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:

Course Overview: Access Course Overview