Creating Pathways for young People in the workplace

Enabling Careers

Gateway and Vocational Pathways Programme 2016

For careers in the health and wellbeing, disability, aged support and social services sectors

Creating Pathways for young People in the workplace Vocational Pathways and Gateway Programme 2016

For careers in the health and wellbeing, disability, aged support and social services sectors

Vocational Pathways and Gateway Programme 2016 Guide for employers in the health and wellbeing, disability, aged support and social services sectors

CAREERFORCE – CREATING PATHWAYS FOR YOUNG PEOPLE IN THE WORKPLACE Page | 2

Contents

Careerforce – Who we are and what we do ................................................................ 3

Promoting Our Sectors to Young People..................................................................... 4

Understanding the New Zealand School System and NCEA ...................................... 5

Understanding Vocational Pathways ........................................................................... 6

What is Gateway? ........................................................................................................... 7

Who are the Stakeholders/Key Groups involved? ....................................................... 8

Becoming a Careerforce work placement employer ................................................ 10

Step by Step Process .................................................................................................... 12

How do I get involved? .................................................................................................17

Pathway Package OPTIONS..........................................................................................17

Level 2 Packages Suitable for Year 12 and Year 13 students ..................................... 18

Level 3 Packages Suitable for Year 13 students ......................................................... 21

How to Get Involved – Stakeholder Opportunities ................................................... 29

Working with employers, schools and students to promote careers in the health and wellbeing,

disability, aged support and social services sectors

www.careerforce.org.nz [email protected]

0800 277 486


Careerforce – Who we are and what we do

Getting to know us Careerforce is the New Zealand industry training organisation (ITO) for the aged support, disability support, health and wellbeing, home and community, mental health and addictions support, social services, youth work, cleaning and pest management industries.

What we do We develop New Zealand qualifications that are approved by New Zealand Qualifications Authority (NZQA) and registered on the framework. To support these we develop unit standard programmes, learning resources and assessments. Our role is to:

Set national skill standards for our industries

Provide information and advice to trainees and their employers

Arrange for the delivery of on-job training (including developing training programmes for employers)

Arrange for the assessment of trainees

Arrange the monitoring of quality training

Our values Kaitiakitanga – Upholding responsibilities We are committed to benefiting the communities we serve and protecting the wellbeing of future generations. Kotahitanga – Connecting people We are all united in our common goal to improve the health and wellbeing of New Zealanders and everything we do is focused towards this goal. Manaakitanga – honouring others and ourselves We provide an environment where everyone is comfortable and can participate in a meaningful way.

Selwyn Oaks Retirement Village During my placement I helped the nurses and interacted with the residents. I wanted to gain some useful skills and knowledge, and I did. But what I loved most was the interaction I had with the other nurses. I learned a lot about respecting the feelings of the residents within the environment. Lanara Jenkins-Tusa James Cook High School Student on work placement at: Selwyn Oaks Retirement Village

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Promoting Our Sectors to Young People

Why is Careerforce getting involved in developing career pathways for young people? As an ITO, it is our role to provide leadership relating to workforce development, future skill needs and working with employers and employees to meet those needs.

The number of people over 65 is set to double in 2031. At the same time the average age profile of a Careerforce trainee is 43. The health and community support services sector is facing a range of challenges, including meeting the needs of an ageing population, changes to the ways services are delivered, and increasingly complex care and support needs in the community. These challenges require a larger, more broadly skilled workforce, which in turn means attracting a more diverse range of people, including young people.


Understanding the New Zealand School System and NCEA

The National Certificate of Educational Achievement (NCEA) is the main national qualification for secondary school students in New Zealand.

NCEA challenges students of all abilities in all learning areas, and shows credits and grades for separate skills and knowledge. Students can gain credits from both traditional school curriculum areas as well as alternative programmes.

Students can achieve two types of assessment standard - unit standards and achievement standards.

Unit standards are competency based and provide a link with technical and vocational training

Achievement standards are New Zealand curriculum based

The NCEA system enables students to prepare for the full range of academic or vocational pathways. They can start to specialise while at school, or they can keep their options open.

Unit standards achieved through work placement on a Gateway or Vocational Pathway programme count towards all relevant NZQA qualifications, including NCEA.

New Zealand Curriculum Framework

Source: www.careers.govt.nz

The New Zealand Qualifications Framework (NZQF) is made up of 10 levels. Qualifications are placed at different levels on the framework depending on how difficult they are to earn. The above diagram shows the relationship between the NZQA education levels in New Zealand.

Careerforce programmes use unit Standards from Levels 2 and 3 on the framework.

http://www.careers.govt.nz/


Understanding Vocational Pathways

Careerforce has worked closely with the Ministry of Education, workplaces and secondary schools to develop a Vocational Pathway programme for the Social and Community Services Pathway.

Vocational Pathways (VP) will help students gain a better understanding of the workplace and the qualifications and skills required by industry.

The Programme is focused on students gaining National Certificate in Educational Achievement (NCEA) Level 2, a Vocational Pathway Award and then identifying their possible career journey.

A student who completes the Programme focused on “Understanding the health and community support services sector” will demonstrate ability to:

Develop key foundational concepts, knowledge and skills relevant in the Health and Community Support Services sectors – through understanding such features as history, key roles, delivery mechanisms, and social/economic systems including funding, etc.

Understand the importance of identity, language and culture for Māori and all other cultures, and the use of effective, culturally appropriate communication skills to support clients, their families/whanau, and as a member of a responsible care team.

Understand vulnerability and its causes - through consideration of the impact of vulnerability upon a range of cohorts/groups across the wider community.

Understand and use health, sciences, English, social sciences, technologies and mathematics and statistics in contexts across the Social and Community Services sector.

It is recommended that a student planning to go directly to work in the Social and Community sector completes the NCEA Level 2 and the New Zealand Certificate in Health and Wellbeing (Level 2) - 40 credits - (NZQA ref. 2469)1.

Some workplaces will require students to complete specific industry unit standards in the workplace to meet their Service Provision and Contractual requirements e.g. Service providers in the home, residential or community setting. Student’s programmes should be tailored to meet their sector interest and ensure that they meet the workplace’s (employment) requirements.

1 The New Zealand Certificate in Health and Wellbeing (Level 2) consists of a Compulsory requirement (26 credits) and an Elective requirement (14 credits). (NZQA ref. 2469). For learners wanting a career pathway into the health and wellbeing sectors (including: health, home & community, aged support, and disability support) they will need to complete US 23686. It is recommended that learner’s programmes include a minimum of 80 hours of work experience. Although work experience is recommended, for students to achieve the qualification through this pathway, work placement is required.

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I see the potential in young people and help them with life skills. I give them an opportunity for leadership. I’ve really got the best role. I like the challenges – I just enjoy it! Phil Nuu Youth Development Worker

What is Gateway?

The purpose of the Careerforce Gateway packages is to enable schools to provide students (Year 11 – 13+) with opportunities to access structured workplace learning. Where possible, Careerforce has aligned Gateway packages to the Vocational Pathways. Unit standards within each package are referenced against a Vocational Pathway if applicable.

Careerforce Packages

Whether part of a Gateway programme or Vocational Pathways programme, Careerforce packages include both theory learning and practical application. All assessment is unit standard based with industry work experience. The length of the students’ work placement will depend on the unit standards being completed.

Careerforce offers the following services:

Helping schools identify pathways for their students so that they tailor their student’s programmes to meet their individual sector interest

Providing comprehensive learning and resource packages

Assisting schools in getting to know local industry employers

Assisting schools with industry placements

Assessment of unit standards and reporting results

Expectations of Industry Training Undertaken in Schools Careerforce unit standards must be assessed with industry in mind. The expectation is that students will be able to utilise the knowledge, skills and attitudes that they have gained at school, within the sectors Careerforce represents. Learning should be carried out in an applied manner. Students should be given opportunities to practice and use the skills that they have learned, and apply industry experience and context to the knowledge that they are gaining.

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Who are the Stakeholders/Key Groups involved?

The following diagram provides an example of how the stakeholder relationships can be mapped and indicates some of the related groups, organisations and roles.

Key Groups Employer The Employer provides relevant learning opportunities and assists students in their future and career prospects. They support the student’s learning and provide guidance and a safe and welcoming workplace environment. Student The student needs to be capable of undertaking a self–managed structured work placement, and achieving unit standards in the work placement. The student needs to be motivated, reliable and work ready. The student also has a duty to take practicable steps to ensure their own safety and ensure that nothing they do harms any other person. Careerforce Careerforce supports employers committed to industry training by facilitating learning in the workplace – for both the student and the employer. We help schools identify pathways for students so that student’s programmes are tailored to meet their individual sector interest as well as providing comprehensive learning and resource packages.


School The School selects eligible students to participate in the programme and supports those students to achieve success through structured workplace learning. The school also develops effective relationships with employers to support the student’s work placement and in some cases manages the assessment of the learning. School Gateway Coordinator Gateway Coordinators help to identify student’s career goals and ensure they are prepared for work. The Coordinator is available to support employers and students throughout the duration of the programme. Careers Advisor A careers advisor provides information, advice and guidance to help students make realistic choices about their education, training and work. They help to identify options for suitable careers, identify skills gaps, advise on job search and relevant training. Workplace and Contracted Assessor Careerforce registered assessors can be based in the workplace or work independently and travel to the workplace. Assessors are industry experts who work with students to ensure their skills, experience and hard work are recognised in line with NZQA requirements.

The work I do is very satisfying and rewarding. Every day is different. Most of the time I absolutely love it and I go home feeling pretty good.

Jessika Brass Youth Development Worker

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Becoming a Careerforce work placement employer

What’s involved? Becoming a Careerforce work placement employer gives prospective employees still at school a glimpse into your industry. It provides a taste of the work environment through structured workplace learning while continuing to study at school. It offers hands-on practical learning that leads to nationally recognised standards. As students gain experience in a workplace, they also gain confidence if they choose to transition from school to full-time work.

Benefits for the employer

Gain the opportunity to evaluate potential new employees and see whether they'll fit within your business

Receive enthusiastic, onsite support at regular intervals

Help ensure a sustainable workforce

Assist with recruitment planning

Give back to your industry – you're passing on your knowledge to the next generation

Allows people from within the community to benefit

By giving a young person a taste of life in a particular industry, it may result in widening the employment pool for that industry

It provides a valuable service to a community’s young people, strengthening social ties and fostering relationships

It is a win-win situation - some employers have found their best employees through this programme

Exposure to possible new employees

Employer’s role and responsibilities

The Employer:

Should provide a safe, supervised placement environment

Must identify hazards at work, keep employees safe making sure that employees have the right knowledge, experience and supervision to work safely

May advise on the content that will make the learning as relevant as possible.

May be involved in the selection of relevant unit standards that are achievable in the workplace

Should provide experienced and skilled facilitators to deliver the workplace learning

Should ensure that facilitators/mentors and the workplace environment are positive and supportive


Should identify assessments that can be conducted in the workplace

Agrees the dates, hours and placement duration

Maintains regular contact with the School Coordinator

Ensures that all safety checks have been completed in accordance with the Vulnerable Children’s Act 2014 (if applicable).

Costs and Support

The School The School pays a set fee to Careerforce to cover the costs associated with the learning and assessment of each student.

The Employer The employer should be able to commit their time and resource into each student by providing opportunities for learning, guidance and a safe environment. In doing so, there will be some financial costs for the employer to meet these responsibilities.

Assessment The assessment of each student will be carried out by a Careerforce registered assessor. If a workplace is unable to support the assessment of a student, a Careerforce Registered Contracted Assessor can be arranged. A payment will be made to all Careerforce registered assessors (workplace or contracted) at the same rate by Careerforce for the reporting of the assessment of each students Unit standards.

When considering becoming a work placement employer, the long terms benefits should outweigh the costs.


Step by Step Process

Student Selection An example of the possible steps a school may take to select students: 1. School provides information to the student about Gateway/Vocational Pathway Programme 2. Students apply to participate in Gateway 3. Selection interview is held (with Careers Advisor and Dean) 4. Selected or potential students are given career advice. Preparing students for the placement Examples of activities a School may take prior to the work placement to prepare students.

Student may complete appropriate unit standards such as 497 Demonstrate Knowledge of Workplace Health and Safety.

Provides training in interview skills for a pre-placement interview with the employer.

Discusses workplace expectations e.g. dress requirements, work hours, behaviour expectations, supervisor details, and workplace practices.

Organises transportation, and briefing the student about transport arrangements.

Provides (through the school or employer) special equipment such as safety equipment, tools or clothing.

Accompanies the student on a pre-placement visit and on the first day of the placement.

Ensures the student participates in the company’s briefing procedures, particularly regarding health and safety procedures.

Development of a Learning Plan When a placement has been found, the Gateway coordinator develops a learning plan, involving the employer and the student. This will encourage student engagement with the programme. Relevant subject teacher(s) can also provide guidance to the coordinator when developing the learning and assessment programme. The learning plan clarifies the work-based and school-based aspects of the student’s learning programme, and should be aligned with one of the six Vocational Pathways. It should also be integrated with the student’s other subjects to further extend their in-school learning. Selecting qualifications and unit standards When developing learning goals and assessments to be covered by the student’s learning plan, schools should:

identify and select unit standards that:

have high and relevant workplace/assessment content.

lead to New Zealand Certificates and higher qualifications or build towards an apprenticeship in the health and wellbeing and social services sectors.

maximise the alignment of the learners programme with the Social and Community Vocational Pathway.

find out from Careerforce, which entry-level units are required by the health and wellbeing and social services sectors. All schools engaging with Careerforce will be required to sign a Memorandum of Agreement.


Employer role in learning plan development Involving the employer in planning the student’s learning programme can help ensure that appropriate learning activities are provided in the workplace, and secures employer commitment to the success of the placement. During the learning plan development, especially the workplace component, employer assistance should be sought for:

selecting suitable unit standards that are achievable within the timeframes and resources available in the workplace.

identifying assessments best conducted in the workplace.

Identifying any specific expectations or requirements the employer has of the student.

outlining the workplace practices and activities relevant to learning goals achievement.

We recommend that you interview the student to see if your workplace is the right fit.

Employers should sign into a Gateway Placement Agreement – a written agreement should be signed by the school, employer and student before each placement begins. When do students do their work placements? Placements can occur during schools hours, after work, during weekends or school holidays. Workplace attendance at varied times can enhance the learning experience and expose the student to different activities and responsibilities as required to complete all necessary duties. The school, employer and student should agree on the best time to carry out the work placement by mutual agreement. Working with Schools Gateway requires schools to develop extensive and in-depth relationships with employers in their community. The checklist below provides a list of tasks or conversations that Gateway co-ordinators should be covering with you to ensure successful outcomes for all parties.

Establish a work placement.

Explain the Gateway purpose.

Explain the approach to assessment and discuss the level of commitment the employer is expected to make.

Establish employer expectations, any specific workplace or industry requirements, and implications for the student(s).

Discuss the health and safety expectations for the students of Gateway, and check the employer understands the respective responsibilities.

Invite the employer to contribute to the learning plan development; including decisions about the most appropriate assessment methods.

Agree the dates, hours of work and placement duration; explain that longer placements will be more beneficial for both the employer and the student.

Formalise the expectations and commitments of all parties with a Gateway Placement Agreement.

Ensure that the coordinator is easily accessible to the employer by phone and that there is a back-up system for message in the school.


During the work placement the school will:

Contact or visit the employer at arranged times.

Respond to the employers promptly.

Be aware of potential staff changes and be prepared to brief new staff on the Gateway programme’s purpose.

Provide on-going feedback to the employer on how useful the placement is to the student.

On completion of the work placement the school will:

Seek feedback from employers on the students’ learning and overall performance.

Provide feedback on how useful the placement has been for the student.

Ascertain employer interest in providing a placement for other students.

Conduct a review of the placement with a view to improving future placements in the same workplace or industry.

Once the work placement has been established, these steps should be followed:


Reporting Unit Standards to NZQA

The Careerforce registered assessor will assess the students and record results through the Careerforce iportal site. We will report unit standard achievement to NZQA. Schools are not permitted to use the Careerforce provider code to report credits to NZQA due to moderation requirements.

Concerns/Issues If there is a problem with a student, the employer in the first instance should contact the school. We ask that you also let Careerforce know by contacting your local Careerforce Workplace Advisor (CWA). In the event of a disagreement or problems with a school, please speak to your CWA so we can support you to negotiate a way forward.

Practical Application - Assessment Assessment in the work placement occurs throughout the duration of the programme and is evidenced by the student’s capability in the skills required to complete the tasks associated with the unit standards. It is usually carried out in the workplace with guides and other material provided by Careerforce. Careerforce registered assessors can be workplace-based and assess students during their work placement, or they may be mobile and work at various workplaces independently.

Assessors manage the marking process within the workplace, evaluating students against the criteria for each unit standard they are working towards. They monitor the progress of students towards achievement of each unit standard and provide support and mentoring. Assessors are also responsible for providing information to the NZQA via Careerforce so that students can receive their official Record of Achievement.

The aim of Careerforce training is ultimately to improve practice to enhance the lives of the clients each student serves.


Health and Safety

Workplace health and safety is paramount. Careerforce Gateway packages are designed to reflect industry best practice and comply with the latest Health and Safety Legislation. This must be reinforced to the students.

Health and Safety in Employment Amendment Act 2002 The Health and Safety in Employment Act specifically mentions people who are in a workplace for workplace learning placements or on-the-job training and states that they are entitled to be treated for safety purposes as if they were employees. This means that they have the same rights as employees, except the right to formally participate in health and safety issues. Source: Source: Tertiary Education Commission – Gateway Handbook – January 2015

Vulnerable Children’s Act

The Children’s Action Plan and the Vulnerable Children Act 2014 The Government’s Children’s Action Plan includes a commitment to implement legislation for the vetting and screening of the children’s workforce – these “children’s worker safety checks” became law in the Vulnerable Children Act 2014 (the VCA), and came into force for new workers in core children’s workforce roles on 1 July 2015.

The VCA requires safety checking of all paid employees and contractors, employed or engaged by government-funded organisations, who work with children. The requirements for safety checking also apply to people undertaking unpaid children’s work as part of an educational or vocational training course.

Businesses, unfunded non-government organisations, and voluntary organisations are not covered by the requirements, but are encouraged to also adopt the new standards voluntarily. Source: Children’s worker safety checking under the Vulnerable Children Act 2014 RC v 1.00 May 2015

It is recommended that employers seek independent advice if this applies to their organisation. Vocational trainees (including students) working with children may need to be safety checked under the Vulnerable Children Act 2014 (VCA). The workplace can be legally accountable for ensuring the checks are done. Safety checking for 'new' children's workers includes:

an interview with questions relevant to suitability to work with children.

reference checking with questions about suitability to work with children.

work history and professional memberships.

identity check.

a police vet, and.

an overall assessment of the person's safety in working with children.

To help you ensure that your responsibilities are met, fact Sheets and Frequently Asked Questions are downloadable from the Children’s Action Plan website: http://childrensactionplan.govt.nz/

http://childrensactionplan.govt.nz/


How do I get involved?

If you are interested in engaging with your local high school and providing work placement opportunities, please contact us at [email protected] so that we can assist you with making those connections. 0800 277 486 www.careerforce.org.nz

Pathway Package OPTIONS

The following Careerforce packages are designed to provide students with a strong foundation set, with a focus on skills and knowledge required to provide person-centered support in health and wellbeing sectors.

mailto:[email protected]


Level 2 Packages Suitable for Year 12 and Year 13 students

To assist Gateway Coordinators/Careers Advisors and students, Careerforce has provided three example pathway packages to use as a guide. All unit standards within the three pathways are from the New Zealand Certificate in Health and Wellbeing (Level 2). The full list of unit standards from the New Zealand Certificate in Health and Wellbeing (Level 2) are provided on the following page which can also be grouped together to form 20 credit packages (maximum of 23 credits per package) depending on the most suitable combination for the student’s interests and employer’s requirements.

Unit standards that are sector-related standards from the Social and Community Services Vocational Pathway are also marked. It is recommended that student’s Gateway programmes are aligned to the Vocational Pathway.

Rehabilitation Assistant/Support Worker/Care Giver pathway - Recommended standards for students

Unit Standard

Title Level Credits Social and

Community Services Vocational Pathway

23451 Describe the role of the support worker in a health or wellbeing setting

2 5 Yes

23686 Describe a person’s rights in a health or wellbeing setting

2 1 Yes

28519 Maintain a safe and secure environment for people and support workers in a health or wellbeing setting

2 6 Yes

28529 Identify the impact of culture on support in a health or wellbeing setting

2 5 Yes

23452 Describe techniques for moving equipment and people in a health or wellbeing setting

2 3 Yes

Vocational Credits: 20 | NZ Certificate Credits: 20 | Total: 20

Social Service Worker pathway - Recommended standards for students

Unit Standard



23451 Describe the role of a support worker in a health or wellbeing setting

2 5 Yes

28517 Recognise and report risks and changes for a person in a health or wellbeing setting

2 5 Yes

28518 Interact with people to provide support in a health or wellbeing setting

2 5 Yes


2 5 Yes



Registered Nurse or Enrolled Nurse pathway - Recommended standards for students

Unit Standard




2 5 Yes


2 1 Yes


2 6 Yes


2 5 Yes

20826 Describe infection control requirements in a health or wellbeing setting

2 3 Yes



Complete list of unit standards from the New Zealand Certificate in Health and Wellbeing (Level 2) The following unit standards are from the New Zealand Certificate in Health and Wellbeing (Level 2). Unit standards from this qualification are suitable for students interested in a pathway into the health and wellbeing, disability, aged support and social services sectors.

Based on the employer’s requirements and the student’s interests, the Gateway Coordinators/Careers Advisors will select 20 credits to a maximum of 23 credits from the following unit standards.

Vocational Pathway: Social and Community Services

Career Pathways: Rehabilitation Assistant, Health Care Assistants (residential, hospital or community based), Community Support Worker, Caregiver, Disability Support Worker, Social Service Worker

*Required for students interested in working in health, disability or aged support sectors.

Unit Standard

Title Level Credits Social and Community

Services Vocational Pathway

Compulsory


2 5 Yes


2 1 Yes


2 5 Yes

28518 Interact with people to provide support in a health or wellbeing setting

2 5 Yes

Elective


2 6 Yes

23452 Describe the principles for moving equipment and people in a health or wellbeing setting

2 3 Yes

28517 Recognise and report risks and changes for a person in a health or wellbeing setting

2 5 Yes

16870 Describe intellectual disability and the support needs of a person with an intellectual disability

3 4

20826 Describe infection control requirements in a health or wellbeing setting

2 3 Yes

23386 Support a person to meet personal care needs in a health or wellbeing setting

3 5

23685 Describe pre-packaged medication and the process for its use in a health or wellbeing setting

2 2

26978 Support a person to eat and drink in a health or wellbeing setting

2 4

26979 Describe the immediate response to the death of a person in a health or wellbeing setting

2 2

26982 Describe communication with people with a communication disability in an aged care, health, or disability context

2 4

28545 Apply personal plan requirements to meet the needs of people in a health or wellbeing setting

2 5 Yes

28546 Describe incontinence and interventions to assist a person in a health or wellbeing setting

3 5

28548 Support a person’s wellbeing and quality of life in a health or wellbeing setting

2 3 Yes


Level 3 Packages Suitable for Year 13 students

At Level 3, there are two qualifications that students can work towards completing the New Zealand Certificate in Health and Wellbeing (Level 3) and the New Zealand Certificate in Youth Work (Level 3).

The NZ Certificate in Health and Wellbeing (Level 3) is suitable for students interested in developing the skills and knowledge required to provide person-centred support in health and wellbeing sectors.

This qualification is stranded to recognise the specific skills and knowledge required for a range of roles and responsibilities in the health and wellbeing sector:

The purpose of the Health Assistance strand is to recognise the skills and knowledge required to provide person-centred health care under the direction and delegation of a health professional.

The purpose of the Support Work strand is to recognise the skills and knowledge required to provide person-centred support which maximises independence.

Careerforce has created some examples of how these qualifications could be packaged into 20 credit packages of recommended standards for different career pathways. The full list of unit standards from the New Zealand Certificate in Health and Wellbeing (Level 3) is provided on the following page. Gateway Coordinators/Careers Advisors can group these unit standards together to form 20 credit packages depending on the most suitable combination for the student’s interests and employer’s requirements.

The following three pathway examples include unit standards from the New

Zealand Certificate in Health and Wellbeing (Level 3) with strands in Health Assistance

or Support Work

Before students’ progress further it is recommended that they think about the health and wellbeing sector they want to work in. Different sectors and employers may require students to undertake specific unit standards to meet their contractual service requirements. Talk to your Careerforce Workplace Advisor about the different pathway options from here.


Rehabilitation Assistant pathway - Recommended standards for Year 13 students

Unit Standard

Title Level Credits

28542 Demonstrate and apply knowledge of professional and ethical behaviour in a health or wellbeing setting

3 5

27458 Support a person to achieve goals in a health or wellbeing setting 3 3

27833 Support people to use assistive equipment and move in a health, disability, or aged care context

3 5

27465 Contribute to therapeutic programmes and/or groups in a health or wellbeing setting

3 5

26981 Describe risks actions and impacts for falls and minimise risk of falls in a health or wellbeing setting

3 3

NZ Certificate Credits: 21 | Total: 21 Qualification Pathway: |New Zealand Certificate in Health and Wellbeing (Level 3) Health Assistance Strand

Social Service Worker pathway - Recommended standards for Year 13 students

Unit Standard

Title Level Credits

23385 Demonstrate knowledge of advocacy and self-advocacy in a health or wellbeing setting

3 4


3 5

28544 Provide support to people from different cultures in a health or wellbeing setting

3 5

23925 Support, mentor, and facilitate a person to maximise independence in a health or wellbeing setting

3 6

NZ Certificate Credits: 20 | Total: 20 Qualification Pathway: |New Zealand Certificate in Health and Wellbeing (Level 3) Support Work Strand

Kaiāwhina (Support Worker) pathway - Recommended standards for Year 13 students

Unit standard

Title Level Credits


3 5

27459 Observe and respond to changes in people in a health or wellbeing setting

3 4

28521 Recognise and describe responses to vulnerability and abuse in a health or wellbeing setting

3 5

28546 Describe incontinence and interventions to assist a person in a health or wellbeing setting

3 5

27457 Describe the anatomy and physiology of systems and associated organs of the human body

3 6

NZ Certificate Credits: 25| Total: 25 Qualification Pathway: |New Zealand Certificate in Health and Wellbeing (Level 3) Support Work Strand

Registered Nurse or Enrolled Nurse Pathway

It is recommended that Year 13 students interested in a Registered or Enrolled Nurse pathway straight from school gain NCEA Level 3 and complete the relevant tertiary qualification.


Complete list of unit standards from the New Zealand Certificate in Health and Wellbeing (L3) with strands in Support Worker and Health Assistance. The following list of unit standards from the New Zealand Certificate in Health and Wellbeing (Level 3) with strands in Support Work, and Health Assistance are suitable for students wishing to be employed in a range of roles supporting people in the community including disability and aged support. Based on the employer’s requirements and the student’s interests, the Gateway Coordinators/Careers Advisors will select 20 credits to a maximum of 23 credits from the following unit standards. Career Pathways: Health Assistants may be employed as healthcare assistants in a range of contexts including acute care, primary care, aged residential care and therapeutic programmes, including rehabilitation assistants.

Unit Standard

Title Level Credits Strand

Compulsory

27459 Observe and respond to changes in people in a health or wellbeing setting 3 4 Both

28521 Recognise and describe responses to vulnerability and abuse in a health or wellbeing setting 3 5 Both

28542 Demonstrate and apply knowledge of professional and ethical behaviour in a health or wellbeing setting 3 5 Both

Elective

1810 Provide information about resources and support services in a health or wellbeing setting 3 2 Both

1818 Describe the value of relationships in people’s lives in a health or wellbeing setting 3 3 Support Work

1828 Identify services available to people with disabilities 3 4 Support Work

9694 Demonstrate and apply knowledge of communication process theory 3 5 Both

16870 Describe intellectual disability and the support needs of a person with an intellectual disability 3 4 Both

16871 Describe physical disability and the support needs of a person with a physical disability 3 4 Both

20827 Support a person to use prescribed medication in a health or wellbeing setting 3 3 Both

20965 Describe epilepsy and the support needs of a person with epilepsy in a health or wellbeing setting 3 4 Support Work

23371 Support personal planning to enhance individual lifestyles with a person with a disability 3 5 Support Work

23372 Describe law in relation to intellectual disability and high and complex needs and legal services available to people 3 3 Support Work

23374 Describe autism spectrum disorders (ASD) and support strategies 3 3 Support Work

23375 Describe hearing impairment 3 5 Both

23377 Use visual strategies for communicating with Deaf and hearing impaired people 3 3 Both

23382 Support a person to participate as a member of the community in a health or wellbeing setting 3 3 Both

23385 Demonstrate knowledge of advocacy and self-advocacy in a 3 4 Both


Unit Standard


health or wellbeing setting

23386 Support a person to meet personal care needs in a health or wellbeing setting 3 5 Both

23387 Describe the ageing process and its effects on a person’s lifestyle and wellbeing 3 7 Both

23388 Provide support to a person whose behaviour presents challenges in a health or wellbeing setting 3 4 Both

23389 Describe risk management planning in a health or wellbeing setting 3 3 Both

23391 Respond to loss and grief in a health or wellbeing setting 3 2 Both

23925 Support, mentor, and facilitate a person to maximise independence in a health or wellbeing setting 3 6 Both

24895 Describe the visual system and vision impairment 3 5 Both

25987 Describe culturally safe principles and Pacific values for people in a health or wellbeing setting 3 6 Both

26801 Describe the benefits of breastfeeding, available support services, and Baby Friendly Initiatives 3 3 Both

26802 Describe information, interactions, and strategies to protect, promote, and support breastfeeding 3 3 Both

26971 Describe factors that contribute to mental health wellbeing and mental health problems 3 3 Both

26974 Describe interaction, supports, and reporting for people with dementia in a health or wellbeing setting 3 8 Both

26977 Move a person using equipment and care for equipment in a health or wellbeing setting 3 4 Both

26980 Provide comfort cares, and report changes in the condition of a person with a life-limiting condition 3 3 Both

26981 Describe risks, impacts, and actions for falls and minimise risk of falls in an health or wellbeing setting 3 3 Both

27455 Conduct nutrition screening with, and provide education to, adult clients in an aged care, health, or disability context 4 6 Both

27456

Conduct food service quality audits and nutrition intervention audits in an aged care, health, or disability context

4 8 Health

Assistance

27457 Describe the anatomy and physiology of systems and associated organs of the human body 3 6 Both

27458 Support a person to develop and achieve goals in a health or wellbeing setting 3 3 Both

27460 Describe a person’s nutritional requirements and feeding issues in a health or wellbeing setting 3 3 Both

27461 Describe indicators of wellness, interventions, care, and support for people at different human lifespan stages 3 5 Both

27463 Describe the ICF and its impact on a health assistant's role and on meeting the needs of clients 4 6

Health Assistance

27465 Contribute to therapeutic programmes and/or groups in a health or wellbeing setting 3 5

Health Assistance

27466 Apply modalities in physiotherapy as a health assistant

4 6 Health

Assistance

27467 Apply supported communication strategies in a health or wellbeing setting 4 5

Health Assistance

27468 Apply safe swallowing strategies in a health or wellbeing 3 5 Both


Unit Standard


setting

27469 Use specialised assistive and/or therapeutic equipment with people in a health or wellbeing setting 3 4

Health Assistance

27833 Support people to use assistive equipment and move in a health or wellbeing setting 3 5 Both

28520

Demonstrate knowledge of specific conditions and their impacts when providing support in a health or wellbeing setting

3 9 Both

28523 Describe community values and attitudes and their impact on people with disabilities 3 2 Support Work

28524 Describe a person’s holistic needs and their impact on a person’s health and wellbeing 3 5 Both

28528 Describe and apply a person-centred approach in a health or wellbeing setting 3 3 Both

28535 Demonstrate knowledge of procedures for infection control in a health or wellbeing setting 3 4 Both

28536 Apply health, safety and security practices in a health or wellbeing setting 3 5 Both

28543 Describe culturally safe Māori operating principles and values, and their application in a health or wellbeing setting 3 5 Both

28544 Provide support to people from different cultures in a health or wellbeing setting 3 5 Both

28546 Describe incontinence and interventions to assist a person in a health or wellbeing setting 3 5 Both

28547 Support a person with diabetes in a health or wellbeing setting 3 3 Both

28550 Support a person with chronic obstructive pulmonary disease (COPD) in a health or wellbeing setting 3 3 Both

28563 Provide person-centred care when supporting a person with early-stage dementia in a health or wellbeing setting

3 8 Both

28737 Demonstrate knowledge of pressure injuries and pressure care 3 4 Both

28738 Describe the key principles of palliative care and a support worker's role in a palliative approach to care 3 3 Both


New Zealand Certificate in Youth Work (Level 3) This qualification is suitable for students who are interested in learning about working with youth. Its purpose is to provide the youth work sector with people who have the operational and theoretical knowledge, skills and attitudes needed to work in entry level roles with youth.

Students will support the social and cultural aspirations of Māori and Pasifika people and demonstrate their commitment to Te Tiriti o Waitangi in their interactions with young people and their communities in their work. They will operate under general supervision as part of a team working with youth.

The 23 credit package below includes unit standards from the New Zealand Certificate in Youth Work (Level 3)

Youth Worker pathway – Recommended standards for Year 13 students

Unit standard

Title Level Credits

23093 Describe the relevance and application of the principles of the Treaty of Waitangi in the workplace

3 4

22256 Describe the principles , aims and goals of the Youth Development Strategy Aotearoa

3 3


3 5

23389 Describe risk management planning in a health or wellbeing setting 3 3

22257 Profile youth in Aotearoa New Zealand 3 3

16856 Describe group work and leadership in youth work in the youth development sector

3 5

NZ Certificate Credits: 23 | Total: 23 Qualification Pathway: |New Zealand Certificate in Youth Work (Level 3)


Complete list of unit standards from the New Zealand Certificate in Youth Work (Level 3)

Career Pathways:

Entry level employment in youth work e.g. working or volunteering in programmes, projects and events delivered by peer support groups, youth service agencies and community or marae or faith-based groups.

Based on the employer’s requirements and the student’s interests, the Gateway Coordinators/Careers Advisors will select 20 credits to a maximum of 23 credits from the following unit standards.

Unit Standard

Title Level Credits

16856 Describe group work and leadership in youth work in the youth development sector

3 5

16850 Work with a young person as a youth worker in the youth development sector

3 5

22256 Describe the principles, aims and goals of the Youth Development Strategy Aotearoa

3 3

22257 Profile Youth in Aotearoa New Zealand 3 3

28522 Describe selected aspects of human development theory in a health or wellbeing setting

3 6


3 5

23389 Describe risk management planning in a health or wellbeing setting 3 3

16857 Help plan, deliver, implement and evaluate a youth development project in the youth development sector

3 10

Select ONE

of the following two Unit Standards

23093 Describe the relevance and application of the principles of the Treaty of Waitangi in the workplace

3 4

28543 Describe culturally safe Māori operating principles and values and their application in a health or wellbeing setting

3 5


Partnership Community Worker

SKILLS/QUALITIES NEEDED TO WORK IN THE HEALTH AND WELLBEING SECTOR

POTENTIAL CAREERS

Earthquake

Support

Coordinator

Regional

Volunteer

Coordinator

Kaiāwhina

Senior Support

Worker Homeshare

Trainer and

Mentor

Falls Prevention

Worker

Rehabilitation

Assistant

Care and Support Worker

Care and Support Worker for complex needs

Disability

Support

Worker

Diversional Therapist

Rehabilitation Support Worker

Mental Health

and Addiction

Support

Worker

Good with People A supportive, caring and empathetic person who genuinely cares about people

Cultural Understanding Aware of others cultural values,

beliefs and perceptions

Natural Communicator Ability to convey information clearly and simply, in a way that is understood. To be able to read people and be empathic

Critical Thinker Actively analyse, observe and evaluate information gathered as a guide to action in a fair minded way

Non-judgemental Not judged on the basis of one’s personal standards or opinion

Adaptable Capable of adjusting oneself to different conditions or a person’s changing needs Aware of others cultural values,

beliefs and perceptions

Health Care

Assistant

Health

Promoter

Youth

Worker

Dietitian Assistant

Social Worker

Employability Skills and Potential Career Pathways


How to Get Involved – Stakeholder Opportunities

Canterbury Pathways During 2015, Careerforce established ‘Canterbury Pathways’. This is a Regional Pathway Group for the - Social and Community Services Pathway - with representatives from schools, employers and

the Ministry of Education. This group was established to work together to identify education and career pathways for supporting young people gain work placement opportunities in the health, aged support, disability, youth work and social service sectors in the Canterbury region.

Benefits of Regional Pathway Groups Engaging with a regional pathway group helps to:

identify new opportunities for placements and broaden student opportunities

increase the school’s programme reach and potential through joining existing networks

share the responsibility for ensuring that Vocational Pathways and Gateway are successful

reduce the risk of market saturation for placements

allow new perspectives and ideas to enhance programmes

How do I get involved in a Regional Pathway Group? Careerforce is keen to establish other similar champion groups across the country, bringing together other schools, workplaces and local Ministry of Education representatives in each region. If you wish to be a part of a champion group in your local region, please contact [email protected].

Contact us to find out how your workplace can get involved in providing work placements?

0800 277 486 [email protected] www.careerforce.org.nz

mailto:[email protected]

http://www.careerforce.org.nz/


www.careerforce.org.nz [email protected]

0800 277 486

Documents

Creating Pathways for young People in the workplace