Participants must be made aware of health and safety issues in all situations and demonstrate safe working practices at all times
As teaching and work areas can be varied due to the delivery in differing communities, facilitators must be initiate, advocate and support safe working practices at all times and in all environments

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
Short answer questions - written/oral
Resource Folder in a section marked 'Adolescents':
activities that meet the physical, mental and environmental needs of adolescents in the community (written/pictorial) are described
traditional activities that can be introduced/adapted for youth in contemporary society are listed.
a list of people/agencies that can support 'at risk' youth and their families are collated
five recipes of healthysnacks are collected
Group Project:
Design a display chart explaining what common S.T.D.s are. how they are affecting the community and where to go for help.

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
Interview/discussion with teenagers in the community about activities they are interested in and would like to become involved in
Group discussion; each participant is to contribute to a discussion on the difference between traditional and contemporary society and how this has affected the physical and mental health of adolescents
Group Project: discuss a strategy for drug minimisation amongst youth and present these strategies to the Community Council. Participants may identify someone with numeracy/literacy skills to write down information to present to the organisation
Group discussion:brainstorm and list activities that can be initiated in the community to improve the physical fitness of adolescents.
Practical demonstration of skill: plan and implement an activity to improve fitness of an adolescent or aid an adolescent to prepare a nutritional meal or snack incorporating 'popular' food

Interdependant Assessment of Units

Required knowledge and skills
local community socio-cultural environment
local community physical environment
local communication protocols and practices
local community health issues concerning adolescents viewed from an holistic perspective
the role of the adolescent in the local Aborignal community group
Occupational Health and Safety Act
nutrition for special groups ie adolescents
physical developmental stages of adolescence
mental/emotional stages of development during adolescence
definition of fitness
activities enjoyed by adolescents
drug minimisation strategies suitable for adaption and implementation in the local community

Interdependant Assessment of Units

Resource Implications
Ingredients and food preparation facility, equipment

Resources for Facilitators
Hunter E.M. (1988). 'On Gordian knots and Nooses' Aboriginal Suicide in thc Kimberley: Aust. NZJ Psychiatry :22:264 - 7 I

Resouces for Participants
Videos:
Do Everything with Pride: Australia VHS (9mins) Looks at the effects of alcohol amongst Aboriginal Youth.

Western Australia Alcohol and Drug Authority
Western Australia Aboriginal Communities Development program

Don't Throw Your Life away: Australia VHS (14 min) 1989 Examines the influence of family and peer group pressure indecision making about drinking habits

Moving On: V.H.S. 1989 Aboriginal performers speak out about their music, lifestyle and attitudes to alcohol.Health Department of Western Australia - Health Promotions Services Branch.

Community Health Learning Guides

Assessment Context
This Unit is to be assessed in a classroom and Aboriginal community environment. Assessments should require minimal English numeracy literacy skills and use a flexible approach relying wherever possible on practical demonstration of skills

Consistency of performance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplementary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.