Mt Druitt TAFE Community Services

Bidwill project

“Chase Your Dreams”

Learner’s Guide for Youth Work Cert IV

Student Name:

Teachers: Kylie Wilson - kylie.wilson64@tafensw.edu.au Michelle Cole – michelle.cole18@tafensw.edu.au

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Contents

Our Aims for this Semester:................................................................................................................................................................................................................................................ 4

Professional Behaviour:...................................................................................................................................................................................................................................................... 4

Overview of the Bidwill Chase Your Dreams Project........................................................................................................................................................................................................... 4

What you are required to do:..................................................................................................................................................................................................................................... 4

Weekly Planner for Wednesday’s Sessions......................................................................................................................................................................................................................... 5

Overview of the Chase Your Dreams Sessions.................................................................................................................................................................................................................... 7

Assessment and Evidence Overview................................................................................................................................................................................................................................. 10

CHCCD412B – Work Within a Community Development Framework.........................................................................................................................................................................12

Marking Guide for Assessment One: Work within a Community Development Framework.- Report.......................................................................................................................13

CHCYTH010 – Provide services for young people appropriate to their needs and circumstances.................................................................................................................................14

Marking Guide: Assessment Three – Provide services for young people appropriate to their needs and circumstances..........................................................................................15

CHCYTH004– Respond to Critical Situations and HLTWHS001 – Participate in Work Health and Safety......................................................................................................................16

Marking Guide: Assessment Four - Respond to Critical Situations and Participate in WHS.....................................................................................................................................17

CHCYTH001 – Engage respectfully with young people..............................................................................................................................................................................................18

CHCYTH003 – Support young people to create opportunities in their lives...............................................................................................................................................................20

Youth Work Place Learning and Assessment II (Competent/Not Competent)..................................................................................................................................................................22

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Our Aims for this Semester:

In order to give you an integrated introduction to the Youth Work Industry, we plan to run the following competencies as a Project called Chase Your Dreams:Competency Name

CHCCD412B Work within a community development frameworkCHCYTH004 Respond to Critical SituationsCHCYTH003 Support Young People to Create Opportunities in their LivesHLTWHS001 Participate in Work Health and SafetyCHCYTH010 Provide services for young people appropriate to their needs and

circumstancesCHCYTH001 Engage respectfully with young peopleCHCNET404B Facilitate links with other services

Youth Workplace Learning and Assessment II

Chase Your Dreams Project is a 12 week program that will begin on Tuesday 12 August at Bidwill Public School, Bunya Rd Bidwill.

Professional Behaviour:Being part of this type of learning will require you to adopt a worker like professionalism both on and off Campus and the expectations are that you will demonstrate a commitment to professionalism by: Being a self motivated independent worker and good team player Maintaining punctuality Exercising good time management skills Ringing or texting Kylie( 0413 782730) or Michelle (0468498798) if

unable to attend.

Adhering to Work Health Safety rules. Demonstrating a professional work place manner as required by the

Community Services industry and work place learning requirements. This includes appropriate dress and conduct.

Overview of the Bidwill Chase Your Dreams Project

As part of the above mentioned subjects you will be undertaking work in partnership with Bidwill Public School.

What you are required to do:

Be part of a Facilitation Group that will run the “Chase Your Dreams Project” each Wednesday with the Year 6 students at Bidwill Public School. Work as a team to complete the delivery of your allocated Chase Your Dreams Session and educate others in your team about your content area.

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Complete all assessments and 100 hours of work placement activities in relation to the Chase Your Dreams Program.

Weekly Planner for Wednesday’s Sessions

Chase Your Dreams Project 2015TAFE Week Date Activity Location

1. Wednesday 22nd July Orientation to project and expectations of the project Team building Engaging young people workshop

TAFE

2. Wednesday 29th July Team building Group topic allocation Getting to know your team member/s Workshop – needs of young people, rights of young people

and worker responsibilities (YAPA code of ethics)

TAFE

3. Wednesday 5th August Team building Planning for Chase Your Dreams project Workplans

TAFE

4. Wednesday 12th August Session One: Building My Dreams Bidwill Public School

5. Wednesday 19th August Session Two: Steps to my Dreams Bidwill Public School

6. Wednesday 26th August Team building Community development workshop

-Overview of Bidwill area-Workshop on Community Development Theory-Overview of Community Development assessment

TAFE

7. Wednesday 2nd September Session Three: Peers/Bullying Relationships workshop

Bidwill Public School

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8. Wednesday 9Th September Session Four: Relationships Agency visits – Learning Ground / Bidwill Uniting Church Recap & questions – community development assessment

Bidwill Public School

9. Wednesday 16th September Session Five: Healthy and unhealthy relationships Community development assessment (assessment 1) due

Bidwill Public School

10. Wednesday 23rd and 30th September

Mid semester break

11. Wednesday 7th October Session Six: Puberty and Growing Up Workshop on Identifying and Responding to Critical

Situations and WHS issues

Bidwill Public School

12. Wednesday 14th October • Session Seven: Sex- Making informed choices

• Workshop on empowering young people – decision making and informed choice

Bidwill Public School

13. Wednesday 21st October AOD workshop Preparation for remaining sessions / fundraising activities

including risk assessment Respond to critical situations / WHS assessment

(assessment 4) due

TAFE

14. Wednesday 28th October Session Eight – My Headspace Bidwill Public School

15. Wednesday 4th November Session Nine: Alcohol – What do I need to Know? Bidwill Public School

16. Wednesday 11th November Session Ten - Drugs –What do I need to know? Provide services for young people appropriate to their

needs and circumstances assessment due (assessment 3)

Bidwill Public School

17. Wednesday 18th November Session Eleven – Who can help me get to my dreams? Bidwill Public School

18. Wednesday 25th November Session Twelve – Overcoming barriers Evaluation of the program / Wrap up

Bidwill Public School

19. Wednesday 2nd December Manly Beach Day – compulsory attendance Manly Beach

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Overview of the Chase Your Dreams Sessions

Session Details Student Leaders

Session One: Building Your DreamsAims: To develop clear group rules. To outline the bounds of confidentiality. To develop a sense of “team” and a “group identity” among small facilitation group members. To help young people identify some of their dreams for the future. To get each student to decorate a folder to keep paper work in. To help foster a team spirit amongst group members by choosing a suitable name for their group.

Session Two: Getting to Your DreamsAims:

To help students identify their different pathways to getting to their dreams To help students to understand that achieving their dreams is like following a pathway to the dream. Sometimes

obstacles/setbacks will occur but these can be worked around and the dream can still be achieved. To develop resilience in students. To help students to acknowledge that everyone has to take some responsibility for their part in getting to their dream;

they can’t expect it will all happen without them working for it.

Session Three: Peers/BullyingAims:

To help students understand that peers can have both positive and negative influences on them. To get students to identify things that may occur due to negative peer pressure and things that may occur due to positive

peer pressure. To help students identify how being bullied may make a person feel. To get students to develop strategies to deal with negative peer pressure.

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Session Four: Different Types of RelationshipsAims:

To help young people identify all the different types of relationships they are in. To develop an understanding of personal boundaries and how these can change depending on whom you are relating to. To understand what makes a healthy/positive relationship (respect, trust, honesty, caring etc). To understand the benefits of healthy relationships.

Session Five: Healthy vs Unhealthy RelationshipsAims:• To help students understand how some relationships can be unhealthy for people.• To provide awareness of the issues associated with being involved in a violent/abusive relationship.• To help students understand the impact of relationships that makes them feel bad about themselves.• To provide students with strategies to deal with an unhealthy relationship.

Session Six: Puberty and Growing UpAims:

To outline the boundaries of confidentiality To provide appropriate information about puberty. To provide appropriate information on personal hygiene. To have fun

Session Seven: Sex - Making informed choicesAims:

To provide awareness of the age of consent and sex To provide awareness of what consent means in the context of children and young people and why laws relating to

children are in place To explore concepts of self respect and respect for others

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To provide an understanding of different types of sexuality To provide awareness of what sexual harassment is and what to do if this is occurring To provide young people with an awareness of services and information, as well as resources if they do not feel safe

Session Eight: My HeadspaceAims:

To identify the signs and triggers of anger, stress and anxiety. To clarify what anger, stress and anxiety are and how they can affect people. To develop skills that will help young people deal with issues relating to anger, stress and anxiety. To identify the barriers that can occur by not dealing with this headspace issues. To clearly outline the consequences of being destructive with their anger. To help young people understand that they can have control over their emotions. To promote the activities of organizations like Headspace & WAAT and suitable websites like Headspace, Beyond Blue. To have fun.

Session Nine: Alcohol – What Do I Need to Know?Aims:

To provide self-awareness to young people in regards to alcohol use. To provide information on how alcohol consumption can affect the adolescent brain. To identify the problems that can come from alcohol misuse (legal, relationship, emotional and physical problems will be

examined) To understand how being drunk can affect your ability to complete activities (Beer Goggles) To understand the laws associated with alcohol use. Legal age to consume alcohol, P plate alcohol levels, full license

alcohol levels. To understand that different drinks have different levels of alcohol. Strategies to deal with peer pressure to drink

Session Ten: Drugs- What Do I Need to Know?Aims:

To provide self awareness for young people in regards to drugs use. To develop an understanding on:

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o the rights and responsibilities young people have in relation to drugso Physical safety in regards to drug use.o Problems that can come from both legal and illegal drug use (legal, relationship, emotional and physical

problems will be examined)o Ways of showing respect for yourself and your body.

To empower young people to make informed choices regarding drugs.

Session Eleven: Who Can Help Me Get to My Dreams?Aims:

To help young people identify people/organizations that can help them to achieve their dreams. To participate in an ‘Amazing Race’ activity, incorporating information covered in each session and linking content to

reinforce learning. To work as a team in order to overcome barriers. To have fun.

Session Twelve: Overcoming BarriersAims:

To help young people identify potential barriers to achieving their dreams. To help young people identify their strengths, weaknesses and fears and get them to think about how they can use their

strengths to help them overcome barriers and achieve their dreams. To improve young people’s communication skills in regards to asking for help to overcome barriers. To incorporate some of the barriers that have arisen from other sessions (like poor relationships, not being able to cope

with anger, drug and alcohol issues etc) and developing general strategies to cope.

Assessment and Evidence Overview

You are required to:

Complete 100 hours of Vocational Experience in the form of project work. This project work consists of: Planning, resourcing and evaluating your session (evaluation via debrief) for the Chase Your Dreams Program.

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Facilitating the Chase Your Dreams Program on a Wednesday for Year 6 at Bidwill Public School. Keep accurate records of all your hours. Hours outside of class spent in preparation for the group can be counted only if evidence of tasks completed can

be provided. All preparation work and attending the group each Wednesday can count towards your hours. Complete ALL assessment tasks outlined in this LAS

Speak to your teacher as soon as possible if you:o Believe you are competent in these areas and would like to be assessed against the competencieso Are working in the youth work industry and would like to apply for recognition for some or all of the competencies

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CHCCD412B – Work Within a Community Development Framework

This unit of competency is ungraded. You must be found competent in both assessments to be deemed competent.

Elements Assessments:1 Operate within a community development

framework

2. Distinguish between private and public issues arising in community development work

3. Work with groups to achieve community development outcomes

4. Work effectively with diversity in the community

Assessment One: Report (1000-1500 words) (Make sure you use the Marking Guide to help you plan your report. You must reference Community Development theory and the Bidwill Community Profile in this report).Due – Wednesday 16 September 2015

The aim of Chase Your Dreams Project:In working with the Young People in Bidwill our aim is to build their capacity to participate in the community by strengthening their ability to engage confidently with community structures and to address problems and issues.

Report Framework:1. In your own words, outline the main aim of community development work. (300 words approx)2. From your research and community agency visits what areas would you identify as being the

major issues that face this community? You must back up any claims with reference to evidence from statistical information from sources such as the ABS, Police crime statistics, My Schools website etc (700 words approx)

3. How does a project such as Bidwill ‘Chase Your Dreams’ aim to build the capacity of young people to participate in their community? (300 words approx)

Assessment Two: Group Participation in Chase Your Dreams Project:You will be deemed competent based on the following criteria:

Attendance of Chase Your Dreams Project Overall involvement in the Project in terms of helping with planning and engaging young people

in Chase Your Dreams. Ability to minimise risk of poor behaviour and to assess and manage the behaviour of the young

people in the delivery of the project.

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Marking Guide for Assessment One: Work within a Community Development Framework.- Report

Student Name:

Criteria Competent / not yet competentDemonstrates a clear understanding of the main aims of community development work

Competent / not yet competent

Clear reference made to the main social issues facing the Bidwill Community. Evidence that all claims made are referenced appropriately using relevant statistical information.

Competent / not yet competent

Clear understanding of how the Bidwill ‘Chase Your Dreams’ Project aims to build the capacity of young people to participate in their community.

Competent / not yet competent

Teacher signature:

Overall Comments:

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

This unit of competency is ungraded. You must pass both assessments to be deemed competent.

Elements Assessments:

1. Identify and address immediate

needs and circumstances of young

people

2. Explore and clarify issues facing the

young person and the nature of

support sought

3. Facilitate goal setting and action

planning

4. Provide targeted assistance and

referral

5. Act as an advocate on request

Assessment Three (Individual Assessment) – (Reflection- 1000 words)Due 11 November 2015Throughout your work place learning at Bidwill Primary School, young people will identify needs and issues where they require support. Part of your role will be modelling positive relationships, providing support, linking young people / families to services and advocating on behalf of the young person whilst allowing options and choice.

In this assessment, you will be required to choose two examples (from at least two young people that you have worked with at Bidwill) where needs or areas of concerns have been raised. In your assessment, ensure that you provide a brief background of each young person and address the following questions:

1. How were the needs / areas of concern raised with you?2. How did you respond – include communication skills utilised and ways that you ensured the young

person was listened to and supported. This can also include if the young person was challenged respectfully and principles of limited confidentiality.

3. Include information discussed, planning or goals that were set and any relevant referrals you directly gave to the young person or significant others.

4. Outline how you advocated for the young person and raised relevant concerns with the teachers of the project.

5. Discuss how you kept the young person informed throughout the process.6. Include information on any further action taken by other parties.

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Marking Guide: Assessment Three – Provide services for young people appropriate to their needs and circumstances

Student Name:

Criteria Competent / not yet competent

1. Two examples selected and relevant background information provided Competent / not yet competent

2. Needs / areas of concern outlined Competent / not yet competent

3. Appropriate responses detailed Competent / not yet competent

4. Appropriate information and referral provided Competent / not yet competent

5. Advocacy and appropriate discussion with teacher supervisor Competent / not yet competent

6. Young person informed of process and provided with options and choice Competent / not yet competent

7. Any additional follow up action outlined Competent / not yet competent

Teacher’s Signature:

Overall Comments:

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CHCYTH004– Respond to Critical Situations and HLTWHS001 – Participate in Work Health and Safety

This unit of competency is ungraded. You must pass both assessments to be deemed competent.

Elements Assessments:

Respond to Critical Situations

1. Implement risk minimisation strategies

2. Maintian a safe environment for young

people

3. Prevent escalation of violent behaviour

4. Secure the safety of clients

Participate in WHS

1. Follow safe work practices

2. Implement safe work practices

3. Contribute to safe work practices in the

workplace

4. Reflect on own safe work practices

Assessment Four: 800 word appropriate response (Note: you cannot do this assessment on the session you ran).Due: Wednesday 21 October 2015

Much of our work with Bidwill young people has potential risks in terms of the content of the topic and/or in terms of the young people not engaging in the topic and becoming disruptive and/or aggressive. Choose one of the following sessions ( Relationships, Healthy vs Unhealthy Relationships,Peers/Bullying,Puberty & Growing Up and Sex – Making Informed Choices). Reflect on your chosen session using the following areas:

Name of topic chosen (Note: do not choose the topic you ran). The potential risks associated with delivering this topic to young people. Strategies to minimise each one of the identified risks associated with this topic. List the policies and procedures in the workplace that help you manage these identified risks

(including requesting the assistance of others). Reflect on how effectively this session was delivered and identify any incidents that occurred during

the running of this session (include any incidents raised by others in the debrief session). Make suitable recommendations to improve the running of this topic and ways to reduce the

potential for harm or conflict.Note: use each of these areas as a heading and then write your response under that heading.

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Marking Guide: Assessment Four - Respond to Critical Situations and Participate in WHS

Student Name:

Criteria Competent / not yet competent

1. The potential risks associated with delivering this topic to young people are clearly and accurately identified. Competent / not yet competent

2. Strategies to minimise each one of the identified risks associated with the topic are logically and clearly outlined. Competent / not yet competent

3. Organisational procedures and policies identified Competent / not yet competent

4. Clear reflection on how the session was run and any incidents were clearly outlined. Competent / not yet competent

5. Suitable recommendations to improve the running of the topic are clearly outlined. Competent / not yet competent

Teacher’s Signature:

Overall Comments:

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CHCYTH001 – Engage respectfully with young people

Unit description: This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people. This unit applies to work undertaken in work roles where the young person is the primary client.

Critical aspects of assessmentRefer also to elements, performance criteria and essential

skills and knowledgeAssessor has viewed Outcomes

1. Communicate effectively with young people.

2. Reflect understanding of youth cultures and subcultures and young person’s own development

3. Work with the young person as the focus

4. Reflect on own practice and values

Skill demonstration (with at least 3 young people)

Listening Interpersonal skills & open

communication – eye contact, body language, positioning, language used

Strategies to engage young person – encouragement, strengths, shared participation, cultural sensitivities, awareness of power dynamic, confidentiality

Ethical behavior Maintaining a professional

relationship Demonstrated participation in project

Decision making and problem solving ethically

Applying engagement and delivery skills throughout the project

Respect for the rights, needs and responsibilities of the young person

Reflection

Competent Not yet competentComments:……………………………………………………………………………………………………

……………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Assessor’s name:_____________________Assessor’s initials:_____________________Date:_____________________

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Participation in class debrief and reflection on practice

Recognise own biases, background and opinions that may have impacted on work with the young person

Seeks opportunities to address any concerns or areas for development

CHCYTH003 – Support young people to create opportunities in their lives

Unit description: This unit describes 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.

Critical aspects of assessmentRefer also to elements, performance criteria and essential

Assessor has viewed Outcomes

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skills and knowledge

1. Create a relationship of trust and respect.

2. Work with young people to identify their needs, rights, strengths, hopes and opportunities

3. Identify goals with the young person4. Develop and implement action plans

Skill demonstration (with at least 2 young people- individual and group)

Listening Encouragement Boundaries Non judgemental Communication Observation Interaction and active

participation Demonstrated interaction and support for young person in:

Goal setting (including education & employment)

Identifying possibilities Drawing on strengths Identifying possible barriers to

achieving goals

Evidence of formulation/action

Break down of steps to meet goals

Identification of additional resources required

Strategies explored and identified Interventions identified to meet

needs Referral Documentation as required

Competent Not yet competentComments:……………………………………………………………………………………………………

……………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Assessor’s name:_____________________Assessor’s initials:_____________________Date:_____________________

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Youth Work Place Learning and Assessment II (Competent/Not Competent)

You will meet all the requirements for Youth Workplace Learning and Assessment II if you:

1. Complete 100 hours in total for the project. You can count the hours on each Wednesday you attend. For all other hours counted you need verification ofactivities completed (speak with your teacher about hours for planning your session and if you visit agencies or volunteer make sure your hours are verified by the service). Note: Volunteer hours can only be used to make up any project hours missed. It does not replace the project.

IT IS YOUR RESPONSIBILITY TO ENSURE YOU SIGN IN and OUT EACH WEEK CORRECTLY. THIS IS NOT ONLY FOR WORK HEALTH SAFETY REASONS. IT IS A SCHOOL REQUIREMENT AND ALSO VALIDATES THE HOURS COMPLETED IN THE PROJECT.

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