CHCCCS025 Support relationships with carers and families Australia Institute of Business & Technology
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment can either be:
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS025: Support relationships with carers and families.
Name:_______
Address:_______
Email:_______
Employer:_______
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:______
Date:______
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:______
Signed:______
Learner 2:______
Signed:______
Learner 3:______
Signed:______
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Demonstration is off-the-job
A demonstration will require:
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:________
Position of third party:________
Telephone number:________
Email address:________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) ____
Third party signature: _____ Date:____
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to assess and acknowledge the role and importance of carers and family members for the person. |
Activity |
a. Give examples of the different tasks that carers or family members may be responsible for. Ans. Examples of the different tasks that carers or family members may be responsible for the elderly person or client are- b. helping them in translation tasks c. Buying groceries for them especially when they are completely dependent on you and can’t even do the small things d. Taking them to medical appointments e. Translation tasks f. Helping them in Communication tasks g. Filling forms for them h. Advocacy i. Giving them bath j. Money management k. Cooking for them l. List the various family structures that may exist. Ans. The various family structures that may exist are- m. Nuclear family including parents and siblings
u. Explore the different factors that can affect family roles Ans. Different factors that can affect the family roles are- a. Each family member with different personality b. Personalities of other people (non-family) in the house c. Family members who are disabled or having chronic disease d. Family issues like- violence, abuse or some affairs. e. Relationship between parents and other family members f. Parenting style (soft/hard) g. Number of siblings in the house h. Absent parent(s) i. Cultural background, values and beliefs j. How close family members are |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to work in a manner that recognises and supports carer’s relationship with, and knowledge about, the person with support needs. |
Activity |
a. How can you support the carer's relationship with the person with support needs? ans. we can support the carer's relationship with the person with support needs in the following ways- b. Consulting them on care decisions c. We can allow them to retain care duties they usually do in the daily routine d. Giving them privacy and respecting their confidentiality e. We can help them to have normal relationship activities f. We should Work unobtrusively in their lives. g. What useful knowledge might the carer have about the person with support needs? Ans.
s. Medication. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to identify the knowledge and skills of the carer that complement the role of the worker. |
Activity |
a. What knowledge and skills might the carer have? Ans. knowledge and skills that might the carer have are- a. People skills b. Communication skills c. Observation skills d. Teamwork skills e. Negotiation skills f. Having knowledge of some types of disabilities and the care plan for that. g. They might have experience while working with aged/disability care h. They also might have experience of dealing with violent outburst in the workplace i. Active listening. b. Think about your own skills and knowledge; how could the carer’s complement yours? Ans. if we need to provide care plan to an elderly we must be aware about the unmet need of the older people and the carer is the person who has all the necessary information about the care plan of the older people of what older person needs, what he eats, his medication, his daily routine and all. So the carer is the best source of information about the older people and can complement our skills and knowledge. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to involve carers and families in the design and delivery of the person’s support services. |
Activity |
a. Why is important to involve carers and families in the design and delivery of a person’s support services? Ans. It is done to access the extent of the problems and difficulties faced by the older people, their daily routine, lifestyle and their social interaction b. Part of designing and delivering support services involves planning daily activities. Give examples of these activities. Ans. examples of activities which involve part of designing and delivering support services including planning daily activities are-
d. Paying bills for the client e. Assisting them in shopping
k. making them participate in sporting activities
c. What else should you consider? Ans. other things that we should consider are- a. We should adapt the activities to meet individual needs b. Demonstrating cultural sensitivity c. We should Undertake observation and analysis of client needs. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to assess potential risks of change to the care relationship including any potential physical and psychological harm to carers and the person. |
Activity |
a. Outline a potential change to a care relationship. Ans. care relationship can change due to some circumstances or due to some internal or external factors For example- if we are taking extra responsibility of caring, then the previous relationship with the person changes. sometimes, we may have to perform some duties with the person or client that we have never previously done, depending upon the nature of the care we provide. This duty can include things like bathing, which require close physical contact with the client and which may be uncomfortable for both parties initially. b. What potential risks could be associated with this change? Ans. Potential risks that could be associated with this change are- a. Carer might suffer from high level of stress b. There might be a loss of formal or informal supports. c. Multiple competing role demands d. Carer health might degrade e. Worsening health or behaviour of the person with support f. Conflict might arise in relationships with family or service providers |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to support the person, carer and family to identify and use strategies that maximise positive aspects of change and transition. |
Activity |
Choose one strategy that you would support a person, their carer and their family in using to maximise the positive aspects of change and transition. Why would you use it and how would it help? Ans. one strategy that we can use to support a person, their carer and their family in using to maximise the positive aspects of change and transition is- Acknowledging anxiety When the clients are going through the period of change and transition they might go through anxiety which is completely normal. Our strategy of care should be in such a way that the client will not hide his anxiety and for this we should first acknowledge and recognise what the client is going through during the process of change and transition. Secondly, we should support the client in this condition for overcoming the stress and anxiety. Moreover, we should never think or make the client feel that anxiety will lead to something bad, instead of this we should make the client follow towards the positive aspects of life I would use this strategy because by using this strategy the client will feel like we understand their condition of transition so they will feel free to tell us their problems and condition. As we understand their condition and problems it becomes easy for us to resolve the client’s problems which will reduce their anxiety. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to support carers, families and friends to maximise ongoing support and involvement in the life of the person. |
Activity |
a. In order to support carers, families and friends to maximise their ongoing support and involvement in the life of a person, what should you ask yourself? Ans. In order to support carers, families and friends to maximise their ongoing support and involvement in the life of a person, we should ask us these question- 1. How do the family, friends or carer support the person? 2. what’s the role of these people in the person’s life? 3. What skills, knowledge, experiences and abilities do they offer? 4. What skills, knowledge, experiences and abilities can you offer? 5. How can we provide support in such a way that maximises their support b. Outline a way you have supported carer, family member or friend to maximise their support and involvement in a person’s life. What did you do? Why did you do it? What effect did it have? Ans. once upon a time the client’s family asked me for the extra support so firstly I asked the family what role they play in the person’s life, how they support the person their experiences and knowledge related with the client. On the basis of that I made a care plan for the client. I did it in order to complement the support needs of the person which were provided by the carer’s family and friends. With this extra support the care load and the stress on the family reduced significantly; Moreover, the client recovered quickly from his condition. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to respect the confidentiality and privacy of the carer, as well as the person with support needs. |
Activity |
Give examples of the different ways that you can respect the confidentiality and privacy of the carer, as well as the person with support needs. Ans. Examples of the different ways by which I can respect the confidentiality and privacy of the carer are- 1. Keeping the patient’s physical records private, like- surgeries, hospitals and residential care homes 2. By not sharing or communication the data to the other company, health professional or clinic. 3. By protecting the PCEHR (personally controlled Electronic Health Records) 4. We should move to other room while they are talking on their phone or to their close ones. 5. By never touching their financial documents or never asking about their financial information and also keeping it private 6. We should always knock the door and ask for permission while entering in. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to identify and respond to the need for services required by the carer to support the care relationship with the person. |
Activity |
1. If a carer confided in you and said they needed some help, what would you do? Ans. if the carer confided in me and said they needed some help, I would first ask about their problem and on the basis of that I would have provided them these supports- a. Financial support – I would have provided them with funding to some extent so that it can compensate with the deficit caused due to care commitments. b. Educational support –I would have provided them with more efficient care techniques which would make them easier to provide care without having stress. c. Social support – I would have make him to interact with other people especially with his friends to relieve stress d. Counselling – in case if they are having some serious emotional difficulties with caring, I would have suggested him to attend counselling sessions 2. Outline the services that may be required by the carer. ans. Services that may be required by the carer are- i. Offering guidance in their relationship with the person they care for ii. helping them to manage difficult situations and challenging behaviours iii. providing grief counselling iv. providing advice to help protect their rights as a carer. v. providing emotional and psychological support |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to identify and respond to issues that may impact on the physical and emotional health and well being of the carer. |
Activity |
1. Outline issues that can have an impact on a carer. Ans. a. Reduced number of working hours due to care commitments leading to financial problems. b. Losing the lifestyle that they used to have earlier. c. Changes in personality of the person with support needs creating a sense of loss d. The cost of caring for someone e. The lack of external rewards for caring f. The clash between the schedule of caring and the carer’s daily schedule g. The social stigma related of caring. h. Very time-consuming process of caring. 2. Outline the impacts these issues can have on a carer. Ans. The impacts these issues can have on the carer are- ➢ A decline in motional well being ➢ Exhaustion ➢ Financial difficulties ➢ Grief and loss ➢ Decline in other family relationships ➢ Decline in physical health and well being/medical ➢ Lack of social participation ➢ Stress ➢ Decline/lack of workforce participation. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Estimated Time |
15 Minutes |
Objective |
To provide you with an opportunity to provide carers and families with information about carer support services. |
Activity |
What services/programs does the National Respite for Carers Program (NRCP) provide, and to whom? What do these services/programs entail? Ans. Services/programs that the National Respite for Carers Program (NRCP) provide are- Community respite services for carers It includes services like- 1. part or full day respite in day care centres 2. in-home respite services, which also includes overnight care and personal care services 3. overnight community cottage respite; 4. activity programs in the community 5. respite for carers of people with dementia and challenging behaviours; and 6. respite for employed carers National Carer Counselling Program (NCCP) It provides short-term counselling and emotional/psychological support services for the carers. The aim of the program is to: a. Reduce carer stress b. Improve the coping skills of the carer Assist carers to continue in their caring role. |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Objective: To provide you with an opportunity to show you have the required skills for this unit.
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Therefore, there is no skills activity required for this unit, as they have been covered in the previous activities.
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
Answer each question in as much detail as possible, considering your organisational requirements for each one.
Ans. In India Parents are generally cared for by their children into old age, most commonly by their son and his wife. In India elderly citizens, especially men, are viewed in very high regard. Traditional values demand honour and respect for the older and wiser people. India is facing the same problem as many developing nations, that its elderly population is increasing tremendously, with a current estimate of 90 million over the age of 60. Using data on health and living conditions from the India's 60th National Sample Survey, a study found that almost a quarter of the elderly reported poor health. Reports of poor health were clustered among the poor, single, lower-educated and economically inactive groups.
Article 41 of the Indian Constitution states that elderly citizens will be guaranteed Social Security support for health care and welfare. NGOs are there in India supporting the elderly care, providing homes and volunteer care, but governmental policies and organizations are also accessible.
Different organisation/ NGO’S in India for elderly people are-
The majority of families or people in India who sends their old parents to age care is due to the fact that they are burdens or they are no more productive. But they don’t realise that they are the one who taught them everything without getting irritated and raised them with all the love and compassion but now when it’s time to give them back what they step back instead of standing by for their parents. If they send their parents to the aged care, they never go to meet them or call them and ask about them. This is the harsh attitude or beliefs of some people in India.
But there are people who care for their old parents and provides them with the support and services like hiring a carer or providing care by themselves with proper diet and involving them in decision making to make them feel valued. Moreover, if they are working and not get enough time to provide care to their parents, they send their parents to the aged care homes so that their parents get proper care and have friends of their own age to talk to and also makes regular visits to maintain love with their parents.
Ans. It is important to acknowledge the roles of all people like family, carer and friends involved in the care plan of a person because family and friends are the one who know the client very well, so it becomes necessary to acknowledge their roles in the life of the client so that we can know about their-
Finally, engaging with family and carers and acknowledging their roles in the lie of the client is respectful to them and the client. Moreover, we can know about all of the experience and knowledge about the clients as we know about the roles of the people in the life of the client.
Ans. Five ways in which the caring role can have a negative impact on families, carers, and friends are-
Intensive caring can have a negative impact on mental health of the carer as they will have to spend a considerable amount for the elderly person as a result of that they will be isolated from their friends or others who are close to them. Isolation and lack of support might prove a high burden and result in distress or mental health problems
Caring leads to reduced number of working hours resulting in financial hardship. Moreover, Caring families often have to find money for extra expenses like laundry, medicines, disability aids, health care and transport.
Many carers feel socially isolated, they miss their friends or miss their leisure activities The demands of caring can leave little time for other family members or friends
Carers often have to deal with strong emotions, like anger, guilt, grief and distress, which can have an effect on other relationships and cause conflict and frustration.
caring can take away the freedom from the life of carer and hence they won’t be able to give their precious time to their family and friends
Ans. Three different family structures and their effect on a person with support needs are-\
Ans. Three potential changes/transitions that may occur in the life of a person as well as their carer and families with support needs and their affects on these people are-
There may be a time when the carer or the family member of the person with support needs dies. This can have a major effect on the life of the person. he will be in grief and depression and might not take proper diet and fall ill or their health condition worsen.
Ans. The service delivery philosophy and models of our organisation are-
Models of organisation
To be a dynamic, innovative and creative industry leader and provide premium quality aged care services, through effective management by a dedicated professional team.
Our duty of service delivery is to promote and enhance the quality of life of residents entrusted into our care by making our residents the focus of everything we do. This will be achieved in an environment which encourage empowerment, sense of belonging, respect and dignity. We strive to create a reputation within the aged care industry for delivering a high standard of care that has as its core focus continuous quality improvement.
SERVICE DELIVERY PHILOSOPHY OF OUR ORGANISATION
My organisation philosophy is built on the foundation of reputation. With effective leadership, commitment and shared vision a dedicated and superior service will be provided by the staff.
This will be achieved by:
Ans. organisation’s policies and procedures for carers and families are-
All Workers (as defined under the WH&S Act) have Responsibilities to –
Workers have the right to cease or refuse to carry out work if they have a reasonable concern that the work would expose them to a serious risk to health and safety from an immediate or imminent exposure to a hazard.
How to provide feedback or make a complaint
If you have any suggestion, feedback (positive and negative) or complaints about Community Care then let us know.
At the first instance, talk to your Support Planner if you feel comfortable. If after talking through the issue with the Support Planner, you are not satisfied, please feel free to phone the Client Services Manager or General Manager and raise your concerns.
Present your answer in no more than 1000 words.
Ans. At my workplace there was a friend of mine who was from Africa. Some of the people in the staff used to make fun of him of being black. Initially I didn’t say anything, I thought it wouldn’t stay longer they will stop teasing him. But they didn’t stop, so I had to take a step because I couldn’t bear the discrimination. So, I went to them for negotiation but they told me to stop interfering and do my own work. At the last I reported this scenario to the supervisor. He took a strong step and gave all of them a last warning and told them that he will report this issue in the police if they didn’t stop. After that nobody made fun of him and started respecting him.
when I was in the age care, one of my client suddenly started having chest pain so I called the ambulance and by that time I collected all the documents of my client regarding his previous medical condition. We reached hospital and my client saw his relatives there and he told me that he wanted to hide his medical history from them due to some personal issues. In order keep maintain the privacy I requested the doctor to move in some private room where there is no other person and where I can reveal about my client’s medical history and his preferences. I disclosed only the mandatory information required by the doctor. I also requested the doctor to not to disclose my client’s name whenever he needs to provide information in public.
. While working in the age care, one of my client who was diagnosed with having diabetes mellitus refused to stop drinking alcohol. I was in a dilemma so I reported It to the supervisor, he told me that the client has the right to make his own decision, we can’t force him to stop drinking alcohol but he suggested me some ways to make him leave alcohol like to make him join rehabilitation centres, make him realise how much his family loves him and how would they feel after when he will be no more. My supervisor also told me that instead of making him leave at once, we should decrease the amount of alcohol at regular intervals. As per my supervisor directions I was successful in making my client to leave alcohol and mu client was very thankful to me
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
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Provide your comments here: |
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The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
Answer the activity in as much detail as possible, considering your organisational requirements.
You will be provided with the details of three different clients and their carers or families. You should produce a 1-page written report for each of the clients, assessing the needs of the client and their carers or families and explain how you would respond in a real-life situation.
You may refer to the policies and procedures of your organisation within your answer.
Ans. • Take reasonable care for their own health and safety while doing their job
Workers have the right to cease or refuse to carry out work if they have a reasonable concern that the work would expose them to a serious risk to health and safety from an immediate or imminent exposure to a hazard
You should:
Ans. James was an old age person who had a incontinence problem, his family member hired me to provide care to James as they didn’t have enough time due to their jobs. He used to get care from his daughter most of the time and she has been very close to him and James used to share all his feelings to her.
So, initially I tried to make a list of James’s like and dislikes by asking his daughter and the other family members and made a care plan according to that.
When I started to provide care to him he used to be winging because he didn’t trust me and he also tried to hide his incontinence problem as he was shy. He always used to deny the care plan provided by me and told me to maintain distance from him.
To overcome this situation i started talking about what he likes to do, about his life instead of the care plan to make a comfort between us. After few days he loved to share his feelings with me and started trusting me. Then he never used to hide about his health or what he wants to do or eat. I used to spend a lot of time with him but I also took care of providing privacy to him when he was talk on his phone or with the family members. I always used to take care of his medication, taking him to walk, exercise, rest assisting him with the cooking as he loved to cook, actively listening and responding to what he said. By doing all this and building a relationship with him he was satisfied with the care plan provided with me and he also improved a lot.
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
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Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner for the activity? |
Yes No (Please circle) |
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Comments |
||||
Provide your comments here: |
||||
The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
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If not yet satisfactory, date for reassessment: |
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Feedback to learner: |
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Learner’s signature |
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Assessor’s signature |
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description |
Document attached |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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Yes No (Please circle) |
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For RTO use only |
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Have originals or digital copies been supplied for the workplace documents? |
Yes No (Please circle) |
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If not originals, have the originals been validated or checked? |
Yes No (Please circle) |
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Learner’s signature |
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Assessor’s signature |
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date of assessment |
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Question: |
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Learner answer: |
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Assessor judgement: |
Satisfactory |
Not Satisfactory |
Question: |
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Learner answer: |
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Assessor judgement: |
Satisfactory |
Not Satisfactory |
Question: |
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Learner answer: |
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Assessor judgement: |
Satisfactory |
Not Satisfactory |
Question: |
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Learner answer: |
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Assessor judgement: |
Satisfactory |
Not Satisfactory |
Question: |
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Learner answer: |
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Assessor judgement: |
Satisfactory |
Not Satisfactory |
Feedback for the learner |
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I have read, understood, and am satisfied with the feedback provided by the assessor. |
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Learner’s name |
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Learner’s signature |
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Assessor’s name |
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Assessor’s signature |
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date(s) of assessment |
||
Has the learner completed all required assessments to a satisfactory standard? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? |
Yes No (Please circle) |
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The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: |
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Authentic |
Yes No (Please circle) |
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Valid |
Yes No (Please circle) |
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Reliable |
Yes No (Please circle) |
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Current |
Yes No (Please circle) |
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Sufficient |
Yes No (Please circle) |
Learner is deemed: |
Not yet competent |
Competent |
If not yet competent, date for re-assessment: |
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Comments from trainer/assessor: |
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Learner’s signature |
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Assessor’s signature |
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