how to use your teacher resource - ivet …teacher resource as your students progress through the...

VET Community Services YEAR 2 (Units 3&4) TEACHER RESOURCE

Copyright © IVET – 2018 Edition 1

HOW TO USE YOUR

TEACHER RESOURCE

As your students progress through the IVET Community Services Year 2 (Units 3 & 4) Core Competencies Student Workbook, some of the pages will have the following symbol: The (T) indicates that you should refer to the teacher resource guide. The first number (in this case 1) indicates the chapter number. The second number indicates the activity number you should refer to in the teacher resource guide. The teacher guide contains:

ü Suggested answers for some of the student workbook activities

ü Answers for review questions

ü Answers for exam style questions

•***IVET grants permission for this page to be photocopied by the purchasing school for the 2018 school year.

Please note - Only pages that have the following copyright waiver, can be photocopied by the purchasing school:

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CONTENTS

PAGES

IMPORTANT ASSESSMENT INFORMATION ***To be read prior to beginning your VET in schools program 3 – 5 ORIENTATION CHAPTER Community Services 6 – 16 CHAPTER 1 CHCCCS016 –Respond to client needs 17 – 43 CHAPTER 2 CHCCDE003 – Work within a community development framework 44 – 63 CHAPTER 3 CHCCDE004 – Implement participation and engagement strategies 64 – 79



IMPORTANT INFORMATION

HOW TO COMPLETE YOUR IVET INSTITUTE ASSESSMENTS As a Registered Training Organisation (RTO) the IVET Institute is required to ensure that all of our VET in school students complete compliant assessments that have been thoroughly mapped in accordance with ASQA’s (the National VET regulator) requirements. This assessment must be completed for every student for every unit of competency completed. Your students will be provided with all assessment materials online through IVET’s online portal IVETConnect (www,ivetinstitute.com.au). Students are required to log in with the secure password given to them by IVET and complete all of their assessment online. Each student is required to complete every assessment that is part of your school’s program. All assessors are required to mark the student’s work online and competency cannot be achieved until this occurs. All other materials provided by IVET, including student and teacher resources, are to support you in your teaching; we do not require any tasks, assignments or activities from these resources. LOGGING IN 1. Prior to completing any assessment tasks, trainer must first set up their classes on line. This is a very easy

process and can be completed in three simple steps. 2. Trainers are to access the IVET Connect logo located on the IVET Institute website.

www.ivetinstitute.com.au

3. Trainers will need to enter their Login and Password details to access IVET Connect. (this code has been

sent to all trainers via email)



HOW TO SET UP A CLASS Trainers are to then select the icon at the top of the triangle named SET UP AND MANGE MY CLASSES and follow the structure of setting up a class. Only students name’s and your class name need to be entered.

HOW TO COMPLETE AND ACCESS TRAINER QUALIFICATIONS The teacher dashboard allows trainers to access all of their qualifications in PDF format that have been stored from past years as well as complete new qualification updates. Note: Trainers will not be able to assess students until qualifications have been approved

HOW TO LOCATE STUDENT LOG IN DETAILS

1. 2.



HOW TO ACTIVATE ASSESSMENTS

1. 2 . HOW TO MARK ASSESSMENTS ON LINE

1. 2. STUDENT’S PROGRESS

1. 2.

3. Note: Tutorials can be found on how to use IVET Connect detailing what are all features of this system on each section of IVET Connect. Simply select the tutorial or for further information contact IVET



ORIENTATION CHAPTER

Community Services



DIVERSITY SIMILARITIES – EXPLORATION ACTIVITY Through this activity students will explore that while many backgrounds, religions and cultures are diverse there are also a number of similarities that exist in their values and beliefs.

Teacher notes *** PLEASE NOTE: This activity requires you (the teacher/trainer) to prepare a set of “proverb cards”. When preparing the proverb cards:

1. Ensure that you only cut out and distribute the number of cards required. Each student should

have a card. If you have odd numbers you will also need a card and will need to partake in the activity.

2. The cards are organised so that the corresponding card (matching card) is on the same line. For example: These two cards are matching.

If you climb up a tree, you must climb down

that same tree.

What goes up, must

come down.

3. Once you have cut out the card ensure that you shuffle them before distributing them to the

class.

4. Complete STEP 1: Give each student a “proverb card” ask them to read it, think about its meaning and complete questions 1 and 2 under step 1.

1. Read your proverb and write it down in the space provided.

Individual student answer, teacher discretion required.

2. Write down what you think the proverb means.


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Teacher notes continued 5. Complete STEP 2: Direct students to move around the classroom and find a classmate who

has a proverb that they believe shares the same meaning as their proverb.

6. The students should then complete questions 1 and 2 of step 2.

1. Write the proverb down.


2. How are they similar?


7. If time permits you might get students to share their matching proverbs and discuss their

meaning as a class. 8. STEP 3: Using the internet students are to find the origin of both proverbs (ie: what culture or

religion they belong to). See proverb origin answers on pages 8 and 9 of this resource.

Proverb 1 Proverb 2 Origin: Individual student answer, teacher discretion required.

Origin: Individual student answer, teacher discretion required.

9. STEP 4: Students are to complete the allocated questions about diversity from their workbook

under step 4.

1. In your own words define diversity.

Teacher discretion is required; student answers may vary. Sample response: Diversity is about being different. Diversity is what makes a person unique. What makes a person diverse may include be their race, culture, religious beliefs and their gender.

2. What does this activity tell you about diversity?

Teacher discretion is required; student answers may vary. Sample response: This activity shows you that while many backgrounds, religions and cultures are diverse there are also a number of similarities that exist in their values and beliefs.



3. How can diversity impact a person’s job role with the community services industry?

Teacher discretion is required; student answers may vary. Sample response:

Diversity means that a person working in the community services industry would need to consider their interpersonal skills and the way that they communicate with people to ensure understanding. People will come from a range of diverse backgrounds, because of this it is important to consider each person as an individual and provide them assistance based on this. Diversity also means considering the priorities, values and beliefs that certain cultures and religions have to ensure that service delivery is respectful to this.

4. When working with people and communities why is it important to value and respect

diversity?

Teacher discretion is required; student answers may vary. Sample response: So that people and communities feel comfortable, can receive the assistance and support that they need and have their needs met. Respecting diversity in the community will also encourage more people to become actively involved in their community and participate.

5. How could you demonstrate that you value and respect diversity?

Teacher discretion is required; student answers may vary. Sample response:

• Celebrating cultural days • Ask people about their culture, religion, or what makes them diverse and being

genuinely interested. • By ensuring that you assist and support them to meet their needs without

compromising their cultural and/or religious beliefs. • Creating an environment that respects diversity through serving cultural foods,

making appointments and meeting at times that do not interfere with prayer times or cultural celebrations.



PROVERB CARDS

If you climb up a tree, you must

climb down that same tree.

What goes up, must come down.

You can force a man to

shut his eyes, but you can’t make him sleep.

You can lead a horse to water, but you can’t make him drink.

Not everyone who has a cowl on is a monk.

Don’t judge a book by its cover.

Two captains sink the ship.

Too many cooks spoil the broth

My house burned down, but it was a relief the bedbugs died.

Every cloud has a silver lining.

He makes a wine cellar

from one raisin.

He makes a mountain

out of a mole- hill.

From the rain into the gutter.

From the frying pan into the fire.

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A little in your own pocket

is better than much in another’s purse.

One bird in the hand is better

than two in the bush.

A chain is only as strong

as its weakest link.

Where something is thin, that’s

where it tears.

A barking dog is

never a good hunter.

A hollow drum makes

the most noise.

The youth walks faster than the

elderly but the old person knows the road.

A youth that does not cultivate

friendship with the elderly is like a tree without roots.

When you stretch up to reach higher things, you drop what you have under your arms.

Only a fool tests the depth of

water with both feet.

He who rushes, arrives

first at the grave.

Little by little one walks far.

•***IVET grants permission for this page to be photocopied by the purchasing school for the 2018 school year.

Please note - Only pages that have the following copyright waiver, can be photocopied by the purchasing school:



PROVERB ORIGIN ANSWERS ***Please note that some origins may vary depending on the research sources used.

If you climb up a tree, you must

climb down that same tree. African

What goes up, must come down.

English/U.S

You can force a man to

shut his eyes, but you can’t make him sleep.

Denmark

You can lead a horse to water, but you can’t make him drink.

English/U.S

Not everyone who has a cowl on is a monk.

Russian

Don’t judge a book by its cover.

English/U.S

Two captains sink the ship.

Japan

Too many cooks spoil the broth

English/U.S

My house burned down, but it was a relief the bedbugs died.

Korean

Every cloud has a silver lining.

English/U.S

He makes a wine cellar

from one raisin. Lebanon

He makes a mountain

out of a mole- hill. English/U.S

From the rain into the gutter.

German

From the frying pan into the fire.

English/U.S

A little in your own pocket

is better than much in another’s purse.

Spanish

One bird in the hand is better

than two in the bush.

English/U.S

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A chain is only as strong

as its weakest link. English/U.S

Where something is thin, that’s

where it tears. Russian

A barking dog is

never a good hunter. Korean

A hollow drum makes

the most noise. Japanese

The youth walks faster than the

elderly but the old person knows the road.

Nilotic people (African peoples living in South Sudan, northern

Uganda, and western Kenya)

A youth that does not cultivate

friendship with the elderly is like a tree without roots.

African

When you stretch up to reach higher things, you drop what you have under your arms.

Ethiopia

Only a fool tests the depth of

water with both feet.

Arab

He who rushes, arrives

first at the grave. Spanish

Little by little one walks far.

Ecuadorian



LEGISLATION IN THE COMMUNITY SERVICES INDUSTRY Match each of the following pieces of legislation with its correct description

Legislation Description

(1) Sex Discrimination Act 1984

(5) Ensures that no person is discriminated against because of their disability. The Act promotes inclusion and community acceptance of people with disabilities by ensuring that they have the same opportunities and equal rights.

(2) Age Discrimination Act 2004

(2) Ensures that no person is treated less favourability because of their age in relation to employment, accessing goods and services and education.

(3) Child Protection Act 1999

(6) Ensures the safety and health of all employees and others in the workplace.

(4) Racial and Religious Tolerance

Act 2001

(8) Protects individual’s personal information. It ensures that information regarding a client’s status, wellbeing or personal details cannot be used for anything other than what it was obtained for, nor can their information be passed on to a third party without their permission.

(5) Disability Discrimination Act 1992

(10) Allows members of the general public to access information in documents held by government agencies. The Act also ensures that government agencies record and publish, or make publicly available, specified information.

(6) Work Health and Safety Act 2011

(7) Ensures that no person is discriminated against because of their race, colour, nationality or ethnicity. The Act also aims to promote diversity and equitable treatment of all persons irrespective of their race, colour, nationality or ethnicity.

(7) Racial Discrimination Act 1975

(9) Ensures that all individuals are treated equally in regards to employment opportunities, promotion, participation and access to services.

(8) Privacy Act 1988

(3) Ensures that the safety, well-being and welfare of every child is paramount. The Act includes the requirements of mandatory reporting and the need for a Working with Children Check (WCC) when working and interacting with children.

(9) Equal Opportunity Act 2010

(1) Ensures that no person is discriminated against because of their sex, pregnancy, or marital status. It promotes fair and equitable treatment for all, irrespective of whether they are male or female. It also encompasses the elimination of sexual harassment in the workplace.

(10) Freedom of Information Act 1982

(4) Encourages full and equal participation of every person in a society that values freedom of expression and is an open and multicultural democracy. The Act also maintains the right of all persons to engage in discussion of any matter of public interest or to engage in, or comment on, any form of expression, discussion, religious issues or academic debate.

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ORIENTATION CHAPTER - REVIEW QUESTIONS

1. Is the community services industry a growing area of employment? Why do you think this is the

case?

The community services industry is a growing employment area. According to the ABS employment in the industry grew by 51% from 2000-01 to 2010-11 compared with 26% for all other industries. It is a growing employment area as Australia has an aging population and many people require aged care and disability assistance. Also with an increase in day-to-day living costs many parents need to return to work which increases the demand for affordable childcare options.

2. List five employment opportunities in the community services industry.

• Childcare worker • Early intervention worker • Alcohol and drug worker

• Accommodation support worker

• Youth justice worker

• Family support worker • Residential care worker • Preschool assistant

• Aged care worker • Youth case worker

• Food services worker • Home care assistant

• Community development worker

• Disability support worker • Child protection work • Cottage parent • Juvenile justice officer

• Personal care assistant • Neighbourhood

centre worker • Home helper

• Aboriginal and Torres Strait Islander community development worker

• Youth worker • Community visitor • Support worker • Community rehabilitation

• Welfare rights officer • Client services

assessor • Mental health worker

• Housing manager • Employment services

worker • Telephone counsellor

3. List four valuable employability skills for employees in the community services industry.

• Effective communication • Organisational and planning skills • Teamwork • Initiative • Self-management • Information technology skills • Problem solving

4. Define the terms ‘diversity’ and ‘cultural awareness’.

• Diversity can be defined as being different. • Cultural awareness is about having an understanding of how a person’s culture might

influence their values, behaviour, beliefs and basic assumptions.

5. Identify four ways in which people in Australia may be diverse.

• Culture – the customs, attitudes and beliefs of individuals in our society. • Race – the physical differences and traits that exist from one person to another, such as

their skin colour, the shape of their eyes or face and hair texture. • Ethnicity – a person’s nationality, ie: where they originally come from. • Disability – a mental or physical condition. • Religious or spiritual – the belief and cultural system that a person dedicates their life to,

such as Christianity, Catholicism, Buddhism and Islam.

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• Gender – whether a person is male or female based on their feelings, beliefs and

attitudes. Gender also includes transgender individuals who do not identify with their assigned biological sex.

• Age – how old a person is in years. • Generational – people born in a range of generations. • Sexual orientation and sexual identity – the emotional feeling and attractions that a

person feels for another in a romantic and/or sexual way.

6. Why is diversity in society a positive thing?

Diversity in society exposes individuals to new things, ideas and experiences. Diversity brings with it uniqueness and a wide variety of cultural foods, celebrations, values and beliefs. It allows people to develop an understanding, tolerance and appreciation for others.

7. When working in the community services industry why is it important to be culturally aware?

Give two examples of ways you could demonstrate that you are culturally aware.

So that you can better connect, build rapport and relate to others. You can also empathise with any issues that they may be facing and in consultation with them find the best way to assist them in meeting any needs that they may have. Having a cultural awareness also allows you to understand how a person’s culture might influence their values, behaviour, beliefs and basic assumptions.

Examples:

• Ask them about their background and show genuine interest.

• Research the culture of those you are working with and ensure that your practices are in line with their belief, values and behaviours.

8. Identify two pieces of legislation that would apply to you if you worked as:

a) An aged care worker – Age discrimination Act 2004 and Work Health and Safety Act 2011.

b) A childcare worker – Child protection Act 1999 and Work Health and Safety Act 2011.

9. Why is it important to develop rapport? How can creating rapport benefit a community

worker?

Creating a rapport allows people to feel comfortable and connected to their environment. Creating a rapport with community members can assist community workers to get people to become actively involved in their community. Creating rapport directly influences an individual’s willingness to engage and participate in their community.

10. How can you ensure that the relationships you develop in a community context are

professional?

You can develop professional relationships by ensuring that you have ethical boundaries in place. These ethical boundaries will dictate the types of communication and behaviours that are considered acceptable as part of the relationship. You can ensure that relationships are professional by being open and honest, being an active listener, making all communication clear and being tolerant.

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