Certificate II in Active Volunteering

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Certificate II in Active Volunteering

• Paula Arro Andrew Blight

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Volunteering Queensland

• Peak body for volunteering in Queensland
• Facilitates the linking of volunteers to
  community organisations
• Runs a number of meaningful community projects
  and initiatives
• Hosts volunteer recognition events
• Offers accredited non-accredited training
• Promotes volunteering, provides resources
  advocates relevant volunteering issues

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Our Volunteer Recruitment Site

• www.volqld.org.au

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Volunteer Positions Available

• Performing Arts Support
• Event Assistant
• Graphic Design
• Information Technology
• Administration/Reception
• Human Resources
• Museum Guides
• Emergency Services
• Working with the aged, children or disabled
• Music/Entertainment
• Working with animals
• Environment/Conservation
• Retails/Sales
• Legal Support
• Marketing/PR

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Intergenerational Project Wii Sports

• bbs store donates a Nintendo Wii to an Aged Care
  or Rehabilitation Facility
• Students show the residents how to use the games
  console
• Healthy competition keeps their sporting spirit
  alive
• Bridges generation gap

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Presentation Overview

• About Active Volunteering in Schools
• Qualification pathways
• Models of Delivery/Case Studies
• Student information
• Teacher/school information
• Assessment Activities
• Useful resources and links

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About Active Volunteering in Schools

• About Volunteering QLD
• 2008 Pilot partnership project
• Links to Service Learning
• Credits for QCE
• Links to other Certificate II qualifications
• Core units

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Qualification Pathways

• Certificate I 4 core and 2 electives
• Certificate II 5 core and 4 electives
• Certificate III 6 core and 4 electives
• Be an Effective Volunteer in all
• 40 hours minimum volunteer work
• Electives any training package or accredited
  course at AQTF level

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Intended outcomes of Certificate II

• Basic operational knowledge, assess/record
  information and make choices
• Strategies for communicating more effectively
  with clients and applying solutions
• Engaging in safe work practices
• Work effectively with colleagues, take
  responsibility for work outcomes

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Electives Resources

• Administration eg., computing, keyboard skills
• Personal Development eg., communication, public
  speaking, support groups
• Professional Development eg., cultural diversity,
  working in networks, facilitating social action,
  work with young people
• Other level II qualifications eg., Workplace
  Practices childrens services, aged care, sport
  recreation etc

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Models of Delivery/Case Studies

• Linked with SOSE/Social Community Studies
• Special Education Unit Project
• Part of Personal Development/Leadership program
• Individual Students participating in volunteer
  work
• School based/In house community initiative
• Peer/mentoring program

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An Example

• Task
• As part of your studies in this course, you must
  complete a service-learning project. Before this
  is completed you will be expected to develop a
  non-written presentation that outlines what you
  can offer a community organisation/project of
  your choice.
• You must include a visual element in your
  presentation such as a slide show, video, or
  other type of visual display.
• The presentation should be designed to sell your
  best attributes and skills, and should be a
  realistic representation of what you have to
  offer.
• You should also show an understanding of the
  organisation/project you will be offering your
  services to.
• As a way of demonstrating your knowledge of what
  it involves to work as a volunteer, you MUST
  incorporate elements from the following sections
  of the Active Volunteering Checklist into your
  presentation -

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The Elements to Demonstrate

• Apply knowledge of the volunteering sector to
  your volunteer work role.
• Volunteer Work Practices
• Communicate with clients of the organisation
  appropriately
• Present a positive image of the service to the
  public
• Make records and complete forms and documents
• Use workplace equipment
• Volunteer/Employee/Employer hazard control
  responsibilities
• Workplace hazards

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The Key

• If the student doesnt involve themselves as a
  volunteer, we cant say they are competent! Make
  sure they are aware of this before they sign up!
• The form of their volunteer work has to involve
  some negotiation and ideally, mutual benefit.

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Models of Delivery/Case Studies

• Classroom (Both) On the Job
• About Volunteering
• About NFP
• About OHS
• Preparing for placement
• Placement Support Volunteer Group Placement
• School based project
• Individual Project
• Reflections on
• volunteering

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What some students have said -

• What can I get out of this?
• I could meet new people
• I can find job opportunities
• I gain new skills
• I can feel good about myself

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Another -

• What Young People Can Gain from Volunteering?
• Skill acquisition - job skills, communication
  skills, etc
• Experience - especially to be able to add to your
  resume
• Having fun
• Meeting new people
• Experiencing new challenges
• Satisfaction from doing something to make a
  difference

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And when they finished -

• What I enjoyed most
• Interacting with the students
• Learning about them
• Watching how they communicate with each other
• Helping with their activities and feeling as if I
  was needed

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Another
Am I glad to have been involved? I was glad
that I decided to become involved in the coffee
club, because who I have interacted with and
what I have learnt throughout my time there has
made me a better person.
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VQ/Schools Partnership

• VQ Membership
• Partnership Agreement
• Teacher/Staff Profile
• Training/Assessment Strategy
• Student Records Assessment

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Assessment Options

• Self paced unit by unit
• Integrated Assessment Activities
• Customised based on electives chosen

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Self Paced

• Download learner guide
• Complete self assessment checklist
• Work through learning/assessment activities
• Complete portfolio of evidence

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Integrated Assessment

• Self Assesment with teacher
• Volunteer Job Search presentation
• NFP Organisational profiles report
• WHS questionnaire, worksheet incident report
• Reflective Journal
• Interview
• Self/Teacher Assessment electives

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Customised

• School developed assessment
• Mapped against competencies
• Approved by RTO (VQ)

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What do you need to do to make this happen?

• Get in touch with VQ and other schools
• Decide who your target will be
• Examine your current program/s
• Pick your people
• Promote the benefits
• Plan how you will resource the program

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Find Out More

• Paula Arro
• Schools Coordinator Volunteering QLD
• [phone]
• paulaarro_at_volqld.org.au
• www.volqld.org.au

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Find Out More

• Andrew Blight
• Craigslea State High School
• [phone]
• ablig2_at_eq.edu.au

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Volunteering Queensland

• www.volqld.org.au