CHCADV001 Facilitate Rights Of Clients

CHCADV001 Facilitate Rights Of Clients :

CHCADV001 Facilitate Rights Of Clients Assessment Pack (UAP) – Cover Sheet     

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code	CHC43015
Course name	Certificate IV in Ageing Support
Unit code	CHCADV001
Unit name	Facilitate the interests and rights of clients

☐   ☐   ☐   ☐   ☐Rights Of Clients Assessment Submission Method

By hand to trainer/assessor	By email to trainer/assessor	Online submission via Learning Management System (LMS)
By Australia Post to RTO	Any other method     (Please mention here)

Student Declaration

Assessment Plan

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded	Evidence Type/ Method of assessment			Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)			S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Case studies			S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 3	Project			S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 4	Work Placement Observation			S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 5	Work Placement Tasks			S / NS (First Attempt) S / NS (Second Attempt)
Final result	C/NYC	Date assessed
		Trainer/Assessor Signature

Assessment Conditions

This unit describes the skills and knowledge required to assist clients to identify their rights, voice their needs and concerns and realise their interests, rights and needs.

This unit applies to workers of all levels in a range of health or community services settings who provide services using a human rights-based approach and have direct interaction with clients.

• Facilitate clients interests, rights and needs
• Advocate in accordance with client preferences and requests to optimise client outcomes
• Provide ongoing support to clients
• Support clients to make a complaint
• The review process

The student will have access to the following:

• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word.
• An operational business environment to implement the learning plan.
• Computer technology and documentation as required.
• Codes of practice and standards issued by government regulators or industry groups.

Your trainer/assessor will confirm assessment submission details for each assessment task.

Academic Integrity

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, you are required to:

• Undertake studies and research responsibly and with honesty and integrity.
  • Ensure that academic work is in no way falsified.
  • Seek permission to use the work of others, where required.
  • Acknowledge the work of others appropriately.
  • Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference
  • Copying work either in whole or in part
  • Presenting designs, codes or images as your own work
  • Using phrases and passages verbatim without quotation marks or referencing the author or web page
  • Reproducing lecture notes without proper acknowledgement.

Collusion

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
  • Allow others to copy your work or share your answer to an assessment task
  • Allow someone else to write or edit your work (without rto approval)
  • Write or edit work for another student
  • Offer to complete work or seek payment for completing academic work for other students

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who

engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could

lead to disciplinary action.

N/A

• This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
  • Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
  • Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

N/A

N/A

The Foundation Skills describe those required skills (learning, oral communication, reading, writing,

numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered

to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

For further information about this unit go to https://training.gov.au/Training/Details/CPCCBC5010B

Additional Information

• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
  • Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.

• Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
  • Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
  • Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

• Be provided for each Unit Assessment Task (UAT).
  • Guide students to adapt and adjust their learning strategies.
  • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning

needs.

• Be a pivotal feature of learning and assessment design, not an add-on ritual.
  • Focus on course and unit learning outcomes.
  • Guide students to become independent and self-reflective learners and their own critics.
  • Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)                  

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
  • Please make sure you understand what evidence is required to be collected and how.
  • Please make sure you know your rights and the Complaints and Appeals process.
  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
  • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
  • Due date of this assessment task is according to your timetable.
  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
  • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	SpeakingReadingWritingConfidence	Verbal assessmentPresentationsDemonstration of a skillUse of diagramsUse of supporting documents such as wordlists
Non- English Speaking Background	SpeakingReadingWritingCultural backgroundConfidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment processUse methods that do not require a higher level of language or literacy than is required to perform the job roleUse short sentences that do not contain large amounts of informationClarify information by rephrasing, confirm understandingRead any printed information to the studentUse graphics, pictures and colour coding instead of, or to support, textOffer to write down, or have someone else write, oral responses given by the studentEnsure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	Knowledge and understandingFlexibilityServicesInappropriate training and assessment	Culturally appropriate trainingExplore understanding of concepts and practical application through oral assessmentFlexible deliveryUsing group rather than individual assessmentsAssessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational backgroundLimited study skills	Make sure font size is not too smallTrainer/Assessor should refer to the student’s experienceEnsure that the time available to complete the assessment takes account of the student’s needsProvision of information or course materials in accessible format.Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note- taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

		Changes to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨ Educational background	ReadingWritingNumeracyLimited study skills and/or learning strategies	Discuss with the Student previous learning experienceEnsure learning and assessment methods meet the student’s individual need
Disability	SpeakingReadingWritingNumeracyLimited study skills and/or learning strategies	Identify the issuesCreate a climate of supportEnsure access to support that the student has agreed toAppropriately structure the assessmentProvide information or course materials in accessible format, e.g.  a textbook in brailleChanges in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note- taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venueChanges to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)                                

Assessment Task 1 – Unit Knowledge Test (UKT)

Assessment type:

• Written Questions

Assessment task description:

• This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised of twenty (20) written questions.
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

• All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
• Trainer/Assessor will provide student further information regarding the location for completing this assessment task.

Instructions for answering written questions:

• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer all the questions.
• Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.

• Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?

• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

• Knowledge of the Universal Declaration of human rights.
• Knowledge of the relationship between human needs and human rights.
• Knowledge of legal and ethical considerations related to facilitation of client rights and interest and how these impact individual workers.
• Knowledge of what discrimination is and how to address it.
• Knowledge of negotiation, advocacy and mediation.

Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

• This is an individual assessment.
• The purpose of this assessment task is to assess the students’ knowledge of facilitating clients interests and rights.
• To make full and satisfactory responses you should consult a range of learning resources,

other information such as handouts and textbooks, learners’ resources and slides.

• All questions must be answered in order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader

Questions:

Question 1: What is the Universal Declaration of Human Rights? Conduct the appropriate research and describe the main features of the declaration in 200-250 words.

Question 2: Research the Declaration of Human Rights and complete the following table by listing at least three (3) rights and a situation in which each one might be infringed.

Right	Example of the right being infringed
E.G The right to education	A parent not sending their child to school

Question 3: In some instances, you may be required to consult with colleagues and other service

providers about your client’s circumstances. Discuss the legal and ethical frameworks of the below in 30-50 words for each

• Privacy, Confidentiality, Disclosure
• Informed consent

Question 4: In your work you are bound by different legislations that guide the development of the code of conduct you follow in the workplace.

Complete the table below identifying how each legislation listed would impact your role as a support worker and how you would ensure you are compliant with each legislation. (50-75 words each)

Relevant legislation	How does this legislation impact your role?	How do you ensure you are compliant with this legislation’s requirements?
Occupational Health and Safety Act

Privacy Act
Human Rights and Equal Opportunity Act
Discrimination Act

Question 5: Provide an example of discrimination based on each of the following characteristics and a potential way to address and/or avoid the discriminatory action. (15-30 words per example)

• Gender
• Age
• Disability

Question 6: You are working as a case worker in an aged care setting where you have a client attend an appointment with their husband who the main care giver for the client is. The client is asking that they look at assisted living in and aged care facility and the husband is arguing against this as an option.

1. Describe how you might use negotiation, mediation and advocacy in this scenario. Write your response in 60-90 words.

Explain the difference between negotiation, mediation and advocacy? Write your response in 60-90 words.

Question 7: Briefly explain empowerment and disempowerment. Give an example of both an empowering and disempowering statement to a client. Write your response in 80-120 words.

Question 8: Provide three examples of opportunities and/or strategies that you can use to obtain feedback on your work performance and to identify areas of improvement.

Question 9: Explain the difference between a human right and a human need. Identify the relationship between rights and needs. Write your response in 50 -100 words.

Question 10: Suggest two (2) ways a client could make an internal complaint to the organisation working with them. Write your response in 10-20 words.

Question 11: Identify an external complaints organisation that is available to aged care clients. Write your response in 30-50 words.

Question 12: Provide a brief description of duty of care. (20-30 words)

Question 13: Identify ten (10) indicators a client is being physically abused.

Question 14: Explain the steps you would take after a client has disclosed that they are/have been abused? (30-50 words)

Question 15: When working with clients with different needs it may be apparent that the client is unable to self-advocate therefore they would have an agency or individual advocate for them.

1. Why might an advocacy organisation need to refer clients to another organisation for advocacy services?
   1. What is a referral?
   1. What can you do to ensure an effective referral process?
   1. Identify two (2) of each: community services, networks, referral options, that are relevant to client services

Write your response in 300-350 words.

Question 16: What should you do if you are aware of a potential conflict between client needs and organisational requirements? Discuss in 30-50 words.

Question 17: Identify three (3) common risks to client safety and wellbeing?

Question 18: As a worker you are guided by your organisations policies and procedures to complete your day to day tasks. There are several legal and ethical considerations that are taken into account when each organisation develops and amends these policies and procedures.

Using the table below provide an explanation of each legal and ethical consideration listed and how this consideration would impact your practice as a worker. Answer in 30-60 words for each

Legal and ethical consideration	Explanation	Impact this consideration would have on your practice.
Duty of care
Human rights
Mandatory reporting
Privacy, confidentiality and disclosure
Informed consent
Complaints process

Question 19: Conduct your own research and answer the following questions. Two links have been provided to assist you with your research.

https://www.humanrights.gov.au/human-rights-based-approaches

http://gsdrc.org/topic-guides/human-rights/human-rights-legal-framework/#instruments

1. Explain the human rights framework (10-20 words b) Identify 3 human rights instruments (10-20 words)

c) Describe the common principles of a human rights approach (50-100 words)

Question 20: You have been working with a client for some time now. You are often attending to her when her eldest daughter visits. The daughter has two young children that she brings with her, both children appear to be in the same clothes each time that are rather dirty and their skin and hair does not appear to be clean. The children are always asking your client for food saying they have not eaten. You begin to ask your client some open questions about her daughter and the children when she tells you she is worried for the children and she believes her daughter mistreats them. Whilst attempting to clarify what she means by this your client tell you that she knows her daughter does not send the children to school as she does not bath or feed the children and has been in trouble with the school previously for this.

What do you need to do in this situation? Which authority organisations should be informed of the

children’s potential negligence? Write your response in 50-100 words.

Unit Assessment Result Sheet (UARS)               

Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details

Unit code	CHCADV001
Unit name	Facilitate the interests and rights of clients
Outcome of Unit Assessment Task (UAT)		First attempt:
	Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:                  (day)/                 (month)/                             (year)   Second attempt:   Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date:                  (day)/                 (month)/                             (year)
Feedback to Student		First attempt:
	Second attempt:

Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.I have kept a copy of all relevant notes and reference material that I used as part of my submission.I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:   Vocational competencies at least to the level being delivered   Current relevant industry skills   Current knowledge and skills in VET, and undertake   Ongoing professional development in VET   I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on                           (insert date) by (insert Name)

Unit Pre-Assessment Checklist (UPAC)

UAT 2 – Unit Project (UP)                                      

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeals process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	SpeakingReadingWritingConfidence	Verbal assessmentPresentationsDemonstration of a skillUse of diagramsUse of supporting documents such as wordlists
Non- English Speaking Background	SpeakingReadingWritingCultural backgroundConfidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment processUse methods that do not require a higher level of language or literacy than is required to perform the job roleUse short sentences that do not contain large amounts of informationClarify information by rephrasing, confirm understandingRead any printed information to the studentUse graphics, pictures and colour coding instead of, or to support, textOffer to write down, or have someone else write, oral responses given by the studentEnsure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	Knowledge and understandingFlexibilityServicesInappropriate training and assessment	Culturally appropriate trainingExplore understanding of concepts and practical application through oral assessmentFlexible deliveryUsing group rather than individual assessmentsAssessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational backgroundLimited study skills	Make sure font size is not too smallTrainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format.Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note- taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

		Changes to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨ Educational background	ReadingWritingNumeracyLimited study skills and/or learning strategies	Discuss with the Student previous learning experienceEnsure learning and assessment methods meet the student’s individual need
Disability	SpeakingReadingWritingNumeracyLimited study skills and/or learning strategies	Identify the issuesCreate a climate of supportEnsure access to support that the student has agreed toAppropriately structure the assessmentprovision of information or course materials in accessible format, e.g.  a text book in brailleChanges in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venueChanges to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)                                

Assessment Task 2 – Unit Skills Test (UST)

Assessment type: Case studies

Assessment task description:

• This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.
• This assessment task requires you to read the case studies and answer the questions that follow.
• You must answer all questions correctly in order to successfully complete this project.
• You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.
• You must attempt all questions for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

• This task is untimed and are conducted as open book tests (this means you are able to refer to your textbook).
• You must read and respond to all questions in this assessment task.
• You must complete this task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a

resubmission attempt will be allowed.

• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in an independent learning environment or learning management system.
• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to successfully complete all questions.
• Answers must demonstrate the student’s understanding and skills of the unit.
• You will be assessed according to the provided performance checklist/ performance criteria.
• Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

• Skill to identify the client’s rights.
• Skills to advocate for the clients right to complain
• Demonstrate an understanding of the complaints process.
• Demonstrate an understanding of legal and ethical considerations.

Assessment Task 2 –

Instructions to complete this assessment task:

• Please write your responses in the template provided.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• The premise of the project must be closely related to the previous assessment task.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
• One of the most important steps that you can take: proofread your answers.
• Appropriate citations are required.
• All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader

Case study

Question 1: What right of Miriam’s is not being met? (10-20 words)

Question 2: What rights does Miriam have? (10-20 words)

Question 3: After observing Miriam in the nursing home and hearing her frustrations she says she wants to make a complaint about her treatment. Do you feel that Miriam has the ability to advocate for herself? What level of advocacy support might Miriam need? Discuss your response in 50-70 words.

Question 4: Before you assist Miriam in following up her complaint what processes would you need to follow in regard to obtaining and sharing her information? Write your response in 50-100 words.

Question 5: Suggest three services that you could refer Miriam to if she chooses to take her complaint further.

Case study 2

Question 1: Complete the table below identifying both Ian’s rights and responsibilities along with the worker and organisations rights and responsibilities.

	Rights (10-20 words)	Responsibilities (10-20 words)
Ian
Support worker
Organisation

Question 2: How would you encourage Ian to identify his current needs, interests and rights? (50- 100 words)

Question 3: Ian tells you about a love he has for ballroom dancing. He has been dancing since he was 12 years old. Ian would like to find somewhere he could attend on a regular basis. You offer to find some information for Ian on local dance groups. 50-100 words

1. Where could you source this information?
2. How would you assist Ian to identify his preferred option?

Question 4: Ian has spent some time trying to communicate with Centrelink regarding his son Steven receiving part of his pension payment. So far he has had no luck making any progress. He asks for your help. How could implement and negotiate strategies for addressing this issue? (50-100 words)

Question 5: Identify three (3) potential barriers or resources to the strategies suggested in question

• Who could you contact to represent Ian in this situation? (50-75 words)

Question 6: Identify the situations of potential risk for Ian. What strategies could you use to encourage Ian to exercise his rights in these situations? (30-60 words)

Question 7: Ian tells you that he wants to complain about Sally not doing her job properly however he is worried he will receive even worse treatment once she knows he put in a complaint about her. What can you do in this situation? Keep in mind your duty of care requirements and the importance of minimizing the risk to Ian. (50-75 words)

Question 8: What information can you provide Ian to assist him in making a complaint in regard to Sally refusing to bathe him? Include both organisational and legal processes. (30-60 words)

Question 9: Explain how you would monitor progress and provide ongoing support to Ian? (50-75 words)

Question 10: Identify any five (5) services you could refer Ian to that would assist in meeting his needs.

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Skills Test (UST) Student and Trainer/Assessor Details

Unit code	CHCADV001
Unit name	Facilitate the interests and rights of clients
Outcome of Unit Assessment Task (UAT)		First attempt:
	Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:                  (day)/                 (month)/                             (year)   Second attempt:   Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date:                  (day)/                 (month)/                             (year)
Feedback to Student		First attempt:
	Second attempt:

Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.I have kept a copy of all relevant notes and reference material that I used as part of my submission.I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:   Vocational competencies at least to the level being delivered   Current relevant industry skills   Current knowledge and skills in VET, and undertake   Ongoing professional development in VET   I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on                           (insert date) by (insert Name)

Unit Pre-Assessment Checklist (UPAC)

UAT 3 – Units Project (UP)                                    

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
  • Please make sure you understand what evidence is required to be collected and how.
  • Please make sure you know your rights and the Complaints and Appeals process.
  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
  • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
  • Due date of this assessment task is according to your timetable.
  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
  • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	SpeakingReadingWritingConfidence	Verbal assessmentPresentationsDemonstration of a skillUse of diagramsUse of supporting documents such as wordlists
Non- English Speaking Background	SpeakingReadingWritingCultural backgroundConfidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment processUse methods that do not require a higher level of language or literacy than is required to perform the job roleUse short sentences that do not contain large amounts of informationClarify information by rephrasing, confirm understandingRead any printed information to the studentUse graphics, pictures and colour coding instead of, or to support, textOffer to write down, or have someone else write, oral responses given by the studentEnsure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	Knowledge and understandingFlexibilityServicesInappropriate training and assessment	Culturally appropriate trainingExplore understanding of concepts and practical application through oral assessmentFlexible deliveryUsing group rather than individual assessmentsAssessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational backgroundLimited study skills	Make sure font size is not too smallTrainer/Assessor should refer to the student’s experienceEnsure that the time available to complete the assessment takes account of the student’s needsProvision of information or course materials in accessible format.Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a notetaker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

		Changes to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨ Educational background	ReadingWritingNumeracyLimited study skills and/or learning strategies	Discuss with the Student previous learning experienceEnsure learning and assessment methods meet the student’s individual need
Disability	SpeakingReadingWritingNumeracyLimited study skills and/or learning strategies	Identify the issuesCreate a climate of supportEnsure access to support that the student has agreed toAppropriately structure the assessmentProvision of information or course materials in accessible format, e.g.  a text book in brailleChanges in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venueChanges to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)                                

Assessment Task 3 – Unit Project (UP)

Assessment type: Project

Assessment task description:

• This is the third (3) task you have to successfully complete to be deemed competent in this unit of competency.
  • This assessment task is comprised of 1 project.
• Student is required to complete a 1-2 page report.
  • You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task
• You must prepare your report on a word document.
  • You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

• This skill test is untimed and is conducted as open book test (this means you are able to refer to your textbook or other learner materials during the test).
  • Word-limit for this assessment task is 500-1000 words.
  • You will be assessed independently on this assessment task.
  • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
  • As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
  • Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

• Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
  • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
  • For more information, please refer to your RTO Student Handbook.

Location:

• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for completing the report:

• This assessment task requires you to complete a report on advocating for clients.
  • Report must highlight both clients and workers rights and responsibilities when it comes to advocating.
  • You will be required to correctly attempt this assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to complete report on site visit and manage onsite operations.
  • Answers must demonstrate the student’s understanding and skills of the unit.
  • Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
  • If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
  • If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).

• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
  • The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

• Skill to identify clients rights.
• Ability to identify clients need for advocacy
• Ability to keep clients information private and confidential
• Apply advocacy strategies
• Identify conflict of interest.

Assessment Task 3 –

Instructions to complete this assessment task:

• Please provide a 1-2 page report addressing each of the 10 points.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted.
• Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
• One of the most important steps that you can take: proofread your report.
• Appropriate citations are required.
• All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader

Assessment task Instructions

This assessment task requires you to provide a 1-2 page report addressing each of the 10 points below, before you start you should;

Choose an area in which you might choose to advocate and complete the activities listed. Areas of advocacy include advocating for people who have a physical disability, advocating for people who have a mental disability, advocating for people who have a mental illness or advocating for people with a substance abuse problem.

1. Identify the needs and rights that clients in this area might have.
2. Explain what skills and knowledge clients in this area might need to advocate for themselves.
3. Explain when clients might need professional advocacy, what advocacy is and how it differs from mediation and conciliation.
4. Outline the options that clients in this area might have to meet their needs.
5. Explain how you would negotiate for people in this area.
6. Describe the strategies that you would use to contact people who might be able to help clients in this area.
7. Explain how you would ensure that the client’s information be kept confidential.
8. Outline how you would keep clients informed of your progress in advocating for them.
9. Describe the steps you would take to develop, implement and monitor advocacy strategies.
10. Identify any conflicts of interest that an advocate working in this area might have and how you would handle these conflicts.

Assessment Task 3:

• You will be assessed on the content of your report along with your ability to communicate information clearly.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Strategies to identify the needs and rights of clients	q	q
b) Skills and knowledge clients require to self- advocate	q	q
c) Clear explanation of advocacy and the difference between mediation and conciliation	q	q
d) Strategies to address clients needs	q	q
e) Strategies to ensure clients information is kept confidential	q	q
f) Clear explanation of steps to develop and implement advocacy strategies	q	q
g) Strategies to identify and raise conflict of interest concerns	q	q

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Project Student and Trainer/Assessor Details

Unit code	CHCADV001
Unit name	Facilitate the interests and rights of clients
Outcome of Unit Assessment Task (UAT)		First attempt:
	Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:                  (day)/                 (month)/                             (year)   Second attempt:   Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date:                  (day)/                 (month)/                             (year)
Feedback to Student		First attempt:
	Second attempt:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

	I have kept a copy of all relevant notes and reference material that I used as part of my submission.I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:   Vocational competencies at least to the level being delivered   Current relevant industry skills   Current knowledge and skills in VET, and undertake   Ongoing professional development in VET   I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on                           (insert date) by (insert Name)

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