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Mt Druitt TAFE Community Services

Bidwill Project

“Chase Your Dreams”

Learner’s Guide for Youth Work Cert IV

Student Name:

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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 Wednesdays Sessions.......................................................................................................................................................................................................................... 5

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

Assessment and Portfolio Overview................................................................................................................................................................................................................................. 12

CHCCD412A – Work within a community development framework.............................................................................................................................................................................13

Marking Guide for Assessment One: Work within a Community Development Framework.- Essay.........................................................................................................................14

CHCYTH403A – Support young people to create opportunities in their lives................................................................................................................................................................15

Workplan Template: Chase Your Dreams Project..................................................................................................................................................................................................... 16

Marking Guide: Assessment One: Support Young People to create opportunities in their lives................................................................................................................................17

Marking Guide: Assessment Two: Support Young People to Create Opportunities in their Lives: (Part A – Group Workplan).................................................................................18

Marking Guide: Assessment Two: Support Young People to Create Opportunities in their Lives: (Part B – Individual Workplan Reflection)...........................................................19

CHCYTH407D – Respond to Critical Situations.............................................................................................................................................................................................................. 20

Marking Guide: Assessment One Respond to Critical Situations...............................................................................................................................................................................21

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

Employability Skills Assessment Criteria....................................................................................................................................................................................................................... 23

Log of Hours................................................................................................................................................................................................................................................................. 27

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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

CHCCD412A Work within a Community Development Framework.CHCYTH407D Respond to Critical SituationsCHCYTH403A Support Young People to Create Opportunities in their Lives

Youth Workplace Learning and Assessment IIEmployability Skills

Chase Your Dreams Project is a 14 week program that will begin on Wednesday the 17 th August at Bidwill Public School, Bunya Rd, Bidwill. The project also includes a surf awareness day at Manly Beach.

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 Maintaining punctuality Exercising good time management skills

Ringing or texting Tracey (04252 61847) if unable to attend. Adhering to OH&S rules.

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 help run a “Chase Your Dreams Project” on a Wednesday with the Year Six Students at Bidwill Public School. This program also includes a Manly Beach Surf Skills day that will happen in November; this day will involve all sixth class boys and girls.

Work as a team to complete the preparation of your allocated Chase Your Dreams Session. You must hold at least 4 meetings for your group and take official minutes of each group meeting – you need these minutes to justify counting hours for planning your group and they must be handed in with your assignment.

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

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Weekly Planner for Wednesdays Sessions

Chase Your Dreams Project 2011TAFE Week

Date Activity Location

1. Wednesday 20th July Fist Aid this week Sign Working with Children’s Check

TAFE

2. Wednesday 27th July Introduction to Chase Your Dreams Project Overview of Bidwill Area Group Allocation Workplans

TAFE

3. Wednesday 3rd August Workshop on Community Development Theory Planning for Chase Your Dreams Project

TAFE

4. Wednesday 10th August Workshop on Identifying and Responding to Critical Situations and OH&S issues

Planning for Chase Your Dreams Project Support Young People Assessment One Part A due.

TAFE

5. Wednesday 17th August Session One: Building My Dreams Bidwill Public School Bunya Rd Bidwill

6. Wednesday 24th August Session Two: Steps to my Dreams Bidwill Public School Bunya Rd Bidwill

7. Wednesday 31st August Session Three: Peers/Bullying 1:30 - 3pm Fundraising Activities and Disco organised by TAFE

Students.

Bidwill Public School Bunya Rd Bidwill

8. Wednesday 7th September Session Four: Different Types of Relationships Bidwill Public School Bunya Rd Bidwill

9. Wednesday 14th September Session Five: Healthy vs Unhealthy Relationships Bidwill Public School Bunya Rd Bidwill

10. Wednesday 21st September Session Six: Puberty and Growing Up Bidwill Public School Bunya Rd Bidwill

Mid Semester Break/School Holidays

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11. Wednesday 12th October Session Seven: Sex –Playing it Safe Bidwill Public School Bunya Rd Bidwill

12. Wednesday 19th October Session Eight: Dealing with Anger Bidwill Public School Bunya Rd Bidwill

13. Wednesday 26th October Session Nine: My Headspace Support Young People Assessment Two Due.


14. Wednesday 2nd November Session Ten: Alcohol – What do I need to Know? Bidwill Public School Bunya Rd Bidwill

15. Wednesday 9th November Session Eleven: Drugs –what do I need to know? Bidwill Public School Bunya Rd Bidwill

16. Wednesday 16th November Session Twelve: Who can help me get to my Dreams Community Development Assessment One Due.


17. Wednesday 23rd November Session Thirteen: Overcoming Barriers Respond to Critical Situations Assessment One Due.


18. Wednesday 30th November

Friday 2nd December

Session Fourteen: Manly Surf Day

Portfolio due.

Manly Beach Southern end of Beach at Surf Club

TAFE Room: L1:09

Overview of the Chase Your Dreams Sessions

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Date Session Details Student Leaders

17th Aug

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. To have fun.

TAFE Teachers will organize this session but TAFE students will help run it.

24th Aug

Session Two: Getting to Your DreamsAims:

To help students identify they 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. To have fun.

31st Aug

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 help students identify why some people bully others. To get students to develop strategies to deal with negative peer pressure. To have fun.

Session Four: Different Types of RelationshipsAims:

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7th Sept

To help young people identify all the different types of relationships they are in. To help young people to be able to identify and name many different types of relationships. To develop an understanding of personal boundaries and how these can change depending on whom you are

relating to. To help young people to be able to identify if a relationship is a good/healthy or bad/unhealthy relationship and to

understand why. To understand what makes a healthy/positive relationship (respect. trust, honesty, caring etc). To understand the benefits of healthy relationships. To have fun.

14th Sept

Sessions 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. To have fun.

21st Sept

Sessions Six: Puberty and Growing UpAims:

To outline the boundaries of confidentiality To provide self awareness for young people on sex & sexuality To provide appropriate information about puberty. To provide appropriate information on personal hygiene. To empower young people to make inform choices regarding their sexuality and sexual health To have fun.

Session Seven: Sex - Playing it Safe.Aims:

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12th Oct.

To provide self awareness for young people on sex & sexuality To develop an understanding on:

o the rights and responsibilities young people have in relation to sex & sexualityo contraceptiono STI’so Physical safetyo Ways of showing respect for your partnero Teen pregnancy-pro’s and con’s

To empower young people to make informed choices regarding their sexuality and sexual health. To have fun.

19th Oct.

Session Eight: Dealing with AngerAims:

To clarify what anger is and how it affects people. To identify the triggers of anger. To develop skills that will help young people deal with anger. To identify the barriers that angry behavior can create. To clearly outline the consequences of being destructive with their anger. To help young people understand that they have control over their emotions, one of them being anger. To have fun.

26th Oct.

Session Nine: My HeadspaceAims:

To clarify what mental health is. To identify the signs and triggers of depression, stress and anxiety. To develop strategies to manage anxiety, stress and depression. To promote the activities of organizations like Headspace, BEAT and suitable websites like Headspace, Beyond

Blue. To have fun.

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

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2nd Nov

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 getting drunk (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

9th Nov

Session Eleven: 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:

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 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. To have fun.

16th Nov

Session Twelve: Who Can Help Me Getting to My Dreams?Aims:

To help young people identify people/organizations that can help them to achieve their dreams. To provide young people information about what school counselors and careers advisors do and how to access

them. To provide young people information about organizations like WAAT and Local Homework Help Programs To have fun.

TAFE Teachers will organize this session

but TAFE students will help run it.

Session Thirteen: Overcoming BarriersAims:

To help young people identify potential barriers to achieving their dreams.

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23rd Nov To help young people identify their strength, weaknesses and fears and get them to think about how they can use their strengths to help them overcome their weaknesses and fears to ensure they are able to achieve their dreams.

To help young people develop ways in which they can overcome potential barriers. To improve young people’s communication skills in regards to asking for help to overcome barriers. To work as a team in order 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. To have fun.

30th NovSession Fourteen: Manly Beach Surf Awareness Day

Manly Beach Everyone to help supervise

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Assessment and Portfolio Overview

You are required to:

Complete 100 hours of Vocational Experience in the form of project work. This project work consists of: Developing the sessions for the Chase Your Dreams Program.Facilitating the Chase Your Dreams Program on a Wednesday for sixth class students at Bidwill Public School.Planning and running a Disco and Fundraising Activities (in conjunction with the sixth class young people) to help them raise funds for the Manly Surf Day.

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 in your portfolio. All preparation work carried out on a on a Tuesday and Wednesday and attending the group on a Wednesday can count towards your hours.

You need to keep minutes of all group meetings you have and all minutes of meetings needs to be handed in with your. You need at least four meetings in total.

Complete ALL assessment tasks outlined in this LAS Gather evidence for your Portfolio to demonstrate and record the skills and activities you have been involved in for your Vocational Experience at Bidwill.

It is your responsibility to collect the material for your portfolio.

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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CHCCD412A – 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: Essay (1000-1500 words) (Make sure you use the Marking Guide to help you plan your essay. You must reference Community Development theory and the Bidwill Community Profile in this essay).Due Wednesday 16 th November.

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.

Essay Topic:Thinking specifically about the topics covered in the Bidwill Chase Your Dreams Project, the community profile of the Bidwill area and the key principles of community development; discuss how addressing these topic issues will help to achieve the aim outlined above.

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 Project in terms of helping with planning and engaging young people in

the Chase Your Dreams Project and the Community Development fundraising activities.

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

Student Name:

Criteria Competent / not yet competentClear reference made to the profile of the Bidwill area and clear discussion of how projects like Chase Your Dreams can aid in the development of the Bidwill community.

Competent / not yet competent

Clear and specific links developed between the aim of the Project and the topics covered in the Chase Your Dreams Project. Including extensive coverage of all the topics of Chase Your Dreams Project.


The key principles of community development are discussed and appropriately related into how these principles have been applied to the Chase Your Dreams Project. The Community Development Theories are referenced correctly.


Clear logical and well written essay including: Introduction Well argued body Clear conclusion Appropriate referencing.


Teacher signature:

Overall Comments:

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CHCYTH403A – Support young people to create opportunities in their lives

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

Elements Assessments

1. Build respectful and

trusting working

relationships with young

people

2. Work with young people

to identify their needs,

rights, strengths, hopes

and opportunities

3. Define identified goals

4. Develop and implement

actions plans

Assessment One:Part A: Workplan (Group Assessment)(Due Wednesday 10 th August) With your small group develop a workplan for your group’s topic. See workplan template as a guide for how this workplan should look.

Part B: (Individual Assessment – Workplan Reflection- 750 words)(Due on the Wednesday after your group’s topic is delivered).

Evaluate the success of your group in developing and implementing a workplan. (400 words) Identify recommendations to improve the implementation of your topic in the future (200 words). Add bulleted points to outline what you specifically did in planning and implementing you group’s session. (150

words)

Assessment Two: (Appropriate Responses) (1200 words total)You need to access and reference resources from:

the Welfare Workers Code of Ethics:[ http://www.acwa.org.au/sites/www.acwa.org.au/files/Code%20of%20Ethics_0.pdf ],

the YAPA Code of Ethics for Youth Workers [http://www.yapa.org.au/youthwork/ethics/codetextwithcomment.php ] and resources on building respectful relationships.

(Due Wednesday 26 th October). For each of the following write an appropriate response:

1. Engaging young people appropriately is important to working effectively with them. Discuss how to effectively develop a respectful and trusting relationship with young people. In your response consider young people’s rights and needs and your responsibilities as a worker. You must also refer to specific experiences in your work with the Bidwill Young People to demonstrate how you went about establishing respectful and trusting relationships. (800 words)

2. Discuss why it is important to build a respectful and trusting relationship with young people. (400 words).

Workplan Template: Chase Your Dreams Project

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Aim: To facilitate a 1.5 hour group with Bidwill 6th class students on the Topic:

Task/Goal Strategies to Achieve Task Responsibility Risks Strategies to Minimise Risk Resources Needed Timeframe

To develop an effective facilitation group

Develop group rules Exchange contact information

Develop a conflict resolution process for your facilitation group.

Students won’t pull their weight.

Group members wont address conflict situations

Adhere to agreed group rules. Follow conflict resolution

process.

Group rules Conflict resolution

process.

By second week -10/8

To develop a sound understanding of our topic

Visit library to gather suitable resource material.

Conduct an internet search, concentrating on only reputable sites (Government, academic sites).

Talk with the following industry experts:

1.2.3.

Students won’t do their tasks

Exchange mobile phone numbers and check in with each other on progress to ensure tasks will be done by due date.

Develop group rules to ensure a cohesive facilitation group.

Time Computer Library access Group rules typed

up and everybody sign in agreement.

By 16/8

To collate resources and make decisions on what to include in group activity.

To make decisions on the best way to impart the information to Bidwill young people.

Marking Guide: Assessment One: Support Young People to create opportunities in their lives

Student name:

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Criteria Competent / not yet competent

Response One

Clear and logical outline of how to go about establishing a respectful and trusting relationship with young people.


Young People’s rights and needs included appropriately in the discussion. Competent / not yet competent

Workers Responsibilities appropriately included in the discussion. Competent / not yet competent

Appropriate specific Bidwill Young People examples given. Competent / not yet competent

Response Two

Clear and appropriate reason given as to why it is important to develop a respectful and trusting relationship with young people.


Teacher Signature:

Overall Comments:

Marking Guide: Assessment Two: Support Young People to Create Opportunities in their Lives: (Part A – Group Workplan)

Student Names who were involved in the formulation of this workplan:

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Clear and suitable goals outlined Competent / not yet competent

Clear and suitable strategies to meet tasks outlined Competent / not yet competent

Risks identified appropriately Competent / not yet competent

Strategies to reduce risks outline clearly and appropriately Competent / not yet competent

Teacher’s Signature:

Overall Comments:

Marking Guide: Assessment Two: Support Young People to Create Opportunities in their Lives: (Part B – Individual Workplan Reflection)

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Student Name:


A fair and accurate evaluation of their group’s development of a workplan

(This should look at what was included in the workplan).


A fair and accurate evaluation of their group’s implementation of a workplan

(This should look at how you used the workplan to get the tasks completed).


Appropriate recommendations were clearly outlined. Competent / not yet competent

Teachers Signature:

Overall Comments:

CHCYTH407D – Respond to Critical Situations

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

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Elements Assessments:

1. Minimise the impacts of critical incidents

2. Prevent escalation of violent behaviour

3. Secure the safety of clients.

Assessment One: 800 word appropriate responseDue Wednesday 23 rd November. 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 the topic and becoming disruptive and/or aggressive. Choose one of the following sessions ( Health vs Unhealthy Relationships, Sex Playing it Safe, Drugs or Alcohol) and answer the following:

1. Name of topic chosen.2. The potential risks associated with delivering this topic to young people.3. Strategies to minimise the identified risks associated with this topic.4. Reflect on how effectively this session was delivered and identify any incidents that occurred during

the running of this session.5. Make suitable recommendations to improve the running of this topic.

Assessment Two: Appropriate Participation in Chase Your Dreams Project:This mark will be allocated based on the following criteria:

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

project.Here we will be particularly looking at your ability to minimise risk of poor behaviour and to assess and manage the behaviour of the Bidwill Young people.

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Marking Guide: Assessment One Respond to Critical Situations

Student Name:


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

4. 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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Youth Work Place Learning and Assessment II and Employability Skills Requirements (Competent/Not Competent)

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

1. Keep accurate records of all your hours (100 hours in total). (You can count the hours on each Wednesday you attend.) For all other hours counted you need verification of activities completed during these hours. You need to keep minutes of any group organising meetings your group has and you need to get your hours verified by a worker for any agencies/businesses you visit. You need to have a minimum of four separate group organising meetings. Copies of all minutes of meetings need to be included in your portfolio.

IT IS YOUR RESPONSIBILITY TO ENSURE YOU GET YOUR HOURS CHECKED OFF EACH WEEK

DO NOT LOSE YOUR LOG OF HOURS

2. Develop a portfolio of evidence that includes: Log of Hours Each week’s session running sheet for the Chase Your Dreams Program. All minutes of your groups planning meetings (at least 4 planning group meetings should be included). The checked off list of all employability skills criteria.

3. Learners must be competent in all aspects of employability skills in order to be seen as competent in Workplace Learning and Assessment II.

THEREFORE YOU MUST ALWAYS BRING THIS BOOKLETSO WE CAN CHECK OFF THE SKILLS AS WE OBSERVE YOU DEMONSTRATING YOUR COMPETENCE AND SO WE CAN SIGN OFF YOUR LOG OF HOURS.

4. Portfolio is due Week 18 – Friday 2nd December.

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Employability Skills Assessment Criteria

Assessment criteria Demonstrated Comments Name and signature

A. Communication

1. Listening to and understanding work instructions, directions and feedback, including complex information

2. Speaking clearly/directly to relay information, including to young people

3. Reading and interpreting workplace related documentation, such as safety requirements and work instructions

4. Writing to address audience needs, such as work notes and reports

5. Interpreting the needs of internal/ external clients , including young people

6. Applying numeracy skills to workplace requirements involving measuring and counting

7. Establishing and using networks

8. Sharing information (e.g. with other staff and clients, including youth)

9. Negotiating responsively (e.g. re own work role and/or conditions, and with clients, including young people)

10. Persuading effectively (i.e. within scope of own work role, including with young people)

11. Being appropriately assertive (e.g. in relation to safe or ethical work practices and own work role, including with young people)

12. Empathising (e.g. in relation to others, including with young people)

B. Teamwork

1. Working as an individual and a team member

2. Working with diverse individuals and groups

3. Applying knowledge of own role as part of a team

4. Applying teamwork skills to a range of situations

5. Identifying and utilising the strengths of other team members

6. Giving feedback, coaching and mentoring

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C. Problem solving

1. Developing practical and creative solutions to workplace problems (i.e. within scope)

2. Showing independence and initiative in identifying problems (i.e. within scope of own role)

3. Solving problems individually or in teams (i.e. within scope of own role)

4. Applying a range of strategies in problem solving teams (i.e. within scope of own role)

5. Using numeracy skills to solve problems (e.g. time management, shift handover)

6. Testing assumptions and taking context into account (i.e. with an awareness of assumptions made and work context)

7. Listening to and resolving concerns in relation to workplace issues

8. Resolving client concerns relative to workplace responsibilities (i.e. if have direct client contact)

D. Initiative and enterprise

1. Adapting to new situations (i.e. within scope of own role)

2. Being creative in response to workplace challenges (i.e. within relevant guidelines)

3. Identifying opportunities that might not be obvious to others (i.e. within a team or supervised work context)

4. Generating a range of options in response to workplace matters

5. Translating ideas into action (i.e. within own work role)

6. Developing innovative solutions (i.e. within team/supervised work context and guidelines)

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E. Planning and organising

1. Collecting, analysing and organising information (i.e. within scope of own role)

2. Using organisation systems for planning and organising (i.e. if applicable to own role)

3. Being appropriately resourceful (i.e. within scope of own role)

4. Taking initiative and making decisions within workplace role (i.e. within authorised limits)

5. Participating in continuous improvement and planning processes (i.e. within scope of role)

6. Working within work goals and deliverables

7. Determining or applying required resources (i.e. within scope of role)

8. Allocating people and other resources to tasks and workplace requirements (only for team leader or leading hand roles)

9. Managing time and priorities (in relation to tasks required for role)

10. Adapting resource allocations to cope with contingencies

F. Self management

1. Being self-motivated (i.e. in relation to requirements of own work role)

2. Articulating own ideas (i.e. within a team or supervised work context)

3. Balancing own ideas and values with workplace values and requirements

4. Monitoring and evaluating own performance (i.e. within a team or supervised work context)

5. Taking responsibility at the appropriate level

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G. Learning

1. Being open to learning new ideas and techniques

2. Learning in a range of settings including informal learning

3. Participating in ongoing learning

4. Learning in order to accommodate change

5. Learning new skills and techniques

6. Taking responsibility for own learning (i.e. within scope of own work role)

7. Contributing to the learning of others (e.g. by sharing information)

8. Applying a range of learning approaches (i.e. as provided)

9. Participating in developing own learning plans (e.g. as part of performance management)

H. Technology

1. Using technology and related workplace equipment (i.e. if within scope of own role)

2. Using basic technology skills to organise data

3. Adapting to new technology skill requirements (i.e. within scope of own role)

4. Applying OHS knowledge when using technology

5. Applying technology as a management tool

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Log of Hours

Student Name:

Tasks Completed Time Logged Date Evidence Provided or Teachers Verification

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Tasks Completed Time Logged Date Evidence Provided

Cumulated Total of HoursNeeds to be 100 hours in Total

Teacher Signature

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