CHCCCS023 Support Independence And Wellbeing :
CHCCCS023 Support Independence And Wellbeing Unit 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 | |
| Course name | |
| Unit code | CHCCCS023 |
| Unit name | Support independence and wellbeing |
☐ ☐ ☐ ☐ ☐ CHCCCS023 Support Independence And Wellbeing Assessment Submission Method
Student Declaration
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) Written Questions | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Unit Assessment Task 2 | Unit Skill Test (UST) Case Studies | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Unit Assessment Task 3 | Work Placement Task | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Unit Assessment Task 4 | Work Placement Observation | 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 provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.
This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
- Recognise and support individual differences
- Promote independence
- Support physical wellbeing
Support social, emotional and psychological wellbeing
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 included:
- Access to a computer, the Internet and word-processing system such as MS Word.
- Codes of practice and standards issued by government regulators or industry groups
- Access to individualised plans and any equipment outlined in the plan
- Recognised assessment and planning tools
Skills must have been demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used it must reflect real working conditions and contingencies by modeling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:
- Individualised plans and any relevant equipment outlined in the plan
- Modelling of industry operating conditions including real interactions with the person and their carers
Overall, assessment must involve some real interactions with the person and their families/carers.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
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).
Nil
Nil
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/CHCCCS023
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 Appeal 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 write |
| Changes 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 | ||
| ¨ 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 unit assessment task you must successfully complete to be deemed competent in this unit of competency.
- The Unit Knowledge Test is comprised of (sixteen )16 written Questions
- You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
- You must answer all questions to the required level, e.g. select the appropriate number of choices and correct answers.
- You must respond to all questions and submit them to your Assessor.
Applicable conditions
- This assessment is untimed. Student must finish assessment task in his own time.
- Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
- Electronic devices are allowed during this test.
- Outside materials are allowed.
- You must read and respond to all questions.
- You may handwrite/use computers to answer the questions.
- You must complete the task independently.
- You must answer the questions in your own words. (Answer copied directly from text books/internet or other sources are not accepted).
- 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 knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you relevant questions during this assessment task.
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 Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Purpose of the assessment
- This unit applies skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.
Location
- This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
- Your assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for answering written questions:
- Complete a written assessment consisting of a series of sixteen (16) written questions.
- You will be required to correctly answer 100% of these questions.
- Do not start answering questions without understanding what is required from you. Reading the question carefully and critically analyze it a few seconds will help you to identify what is really needed.
- Answer the questions in the space provided on the answer sheet
- Use a black or blue ballpoint pen.
How your assessor will assess your work?
- This assessment task requires the student to answer (sixteen)16 written Questions
- Answers must demonstrate the student’s understanding and knowledge of the unit.
Assessment Task 1-Written Questions
Question 1: A: Define Maslow hierarchy of needs related to basic human needs in 100 words?
1B: Who invented the theory of Maslow hierarchy of needs?
1C: Maslow hierarchy level of needs are interdependent on the each other?
True false
1D: Give at least three (3) examples of each level of the Maslow hierarchy of needs in the given below diagram?
Question 2: A. Define the term self-actualization 100 words?
B. List any three (3) characteristics of self-actualized people?
Question 3: Explain briefly the eight (8) stages of human development based on the philosophy of human development by Erik Erickson? word limit 500 words:
Question 4: Define the following below terms in the 100 words?
| a) Sexuality | |
| b) Cultural Identity | |
| c) Spirituality | |
| d) Abuse | |
| e) Elder abuse |
| f) Sexual Expression | |
| g) Duty of care | |
| h) Mandatory Reporting | |
| I)Discrimination | |
| J) Human Rights |
Question 5: A. Why people practice spirituality? List any two (2) reasons.
5B. Is it necessary to respect the client wish to practice the spirituality in line with organisation policy and procedures? True/False
Question 6: A. Define the term Individual differences in 100 words?
6B. List the any three (3) types of the individual differences among people with disability in terms of receiving support? Word limit 200 words
Question7: List any three (3) indicators of the abuses among people with disability in given below tables:
| Type of abuse | Three related indicators |
| 7.1-Physical | |
| 7.2-Sexual |
| 7.3Psychological/Emotional | . |
| 7.4-Financial | |
| 7.5-Neglect |
Question 8. A. Why is sexual health education that is inclusive of youth with physical disabilities needed? Provide any three (3) reasons:
8B. What are the health and safety risks of youth with physical disabilities? Mention any three (3):
8C. What are the five (5) main strategies that can be implemented to support the sexual health education of youth with physical disabilities?
Question 9: List at least two (2) support services or resources available to maintain the wellbeing for People with disability in all the given below areas?
| Areas | Support services/Resources |
| a) Physical | |
| b) Psychological | |
| c) Social | |
| d) Spiritual | |
| e) Cultural | |
| f) Financial |
| g) Career/occupation |
Question 10: Write any four (4) key principles for supporting children with disabilities?
Question11: List the six (6) National Standards that apply to disability service providers?
.
Question 12: A. List any three (3) commonly named people as mandated reporters who deal frequently with people with disability during their work?
12B. What are two (2) types of abuse are mandated reporters required to report?
Question 13: A. Name any two (2) programs funded by government that personalise service delivery to clients and their carers?
13B. Mention any five (5) factors /variable that effect the individual funding level of people with disability?
13C. List ant three (3) effective strategies to manage the individual funding?
Question 14: A. Explain briefly four (4) service delivery model related to disability in 200- 400 words?
14B. List any three (3) purposes of the service delivery models of disability?
Question 15. What are the five (5) main issues and challenges faced by people with disability?
Question 16. List any five (5) myths and misconceptions related to people with disability?
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details
| Unit code | CHCCCS023 | ||
| Unit name | Support independence and wellbeing | ||
| 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 Skills Test (UST) – Case Studies
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 Appeal 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 lectures |
| Supply 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 | ||
| ¨ 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 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) | ||
Assessment Task 2 – Unit Skills Test (UST)- Case Studies
Assessment type
- Case Studies
Assessment task description
- This is the second unit assessment task you must successfully complete to be deemed competent in this unit of competency.
- Student is required to read nine (9) case studies and answer the questions related to case studies.
- You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
- You must attempt all case study questions given in the case study to be deemed satisfactory in this task
Applicable conditions
- This assessment is untimed. Student must finish assessment task in his own time.
- Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
- Electronic devices are allowed during this test.
- Outside materials are allowed.
- You must complete the task with your trainer and other classmates.
- 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 assessor.
- Assessor may ask you relevant questions during this assessment task.
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 Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Location
- This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
- Your assessor will provide you further information regarding the location of completing this assessment task.
How your assessor will assess your work?
- This assessment task requires the student to attempt nine (9) case studies followed by written questions
- Answers must demonstrate the student’s understanding and skills of the unit.
Instructions to Students
- Read the case study and answer the written questions.
- Attempt all the written questions followed by case studies.
- Answer must be provided in the space provided
Assessment task 2
Read case studies and answer the following questions:
Case study 1 Mr David
- What level of Maslow hierarchy of needs is the not satisfied for David?
- List any two (2) strategies that can be implemented to support mental health of David?
- Name any one (1) lifestyle changes that are necessary to support David current situation?
Case study 2 Luke Smith
Disability support worker ignores his duty of care towards Luke Smith? True False
- Who should be notified about the incident in the facility?
- List any three (3) action of disability support worker that impacted Luke health and well being as per case scenario?
- Explain any three (3) strategies that can be implemented to maintain Luke’s safety?
Case study 3: Rod
- List any three (3) safety and security hazards to Rod while attending the club?
- Mention any three (3) strategies to maintain Rod’s dignity of risk while attending social activity?
- What are your roles and responsibilities in regard to protect Rod’s preferences as per organisation policies and procedures? Mention any four (4)
- Name the responsible authority to be notified if Rod health continued to be deteriorated due to excessive drinking while attending social activity?
Case study 4 Mr. Morgan
- Is it misconception that Mr. Morgan can only use wheelchair to move around the facility.
- List any one (1) factual indication that allows Mr. Morgan to use 4WF to walk?
- What is the impact of Reeta’s decision on Mr. Morgan health and well-being? Mention any impacts.
- Mention any three (3) action that you would implement to clarify Reeta’s misconception?
Case study 5 Doris
- Do you agree that Doris had full right not to disclose his private information to his family members?
Yes No
- Name the legislation/Act that allows Doris not to disclose his information?
- List any three (3) situation where Doris personal information can be disclosed?
- List any three (3) strategies implemented in the organisational framework to protect clients Information?
Case study 6: Tim
Tim has taken right decision avoiding Sara request about food? Yes No- Why is it necessary to include Sara choice on the menu? Give your answers in 20-30 words.
- List any two (2) strategies to rectify the issues raised by Sara?
Case study 7 Mr Donte
- Why is it necessary in Mr. Donte’s case to look after his health, physical and mental wellness?
Provide any one (1) reasoning.
- How can you support Mr. Dante’s health related to the following?
Answer each of the above item with at-least 2 points.
- Mental Health
- Nutrition and hydration
- Exercise
- Hygiene
- Lifestyle
- f. Oral health
- Depending upon Mr. Donte’s need develop an individualised support plan in the provided template:
| Name | ||||
| Age | ||||
| Sex | ||||
| Opportunities (list in order of | Agreed goal (measurable) | Action/s to be taken & by | Target date | |
| 2 | 2.1 | |||
| 2.2 | ||||
| 3 | 3.1 | |||
| 3.2 | ||||
| 4 | 4.1 | |||
| 4.2 | ||||
Case Study 8
- Why the treatment to Ms. Jenny is considered as discriminatory and against the protocols and policy framework? Explain in 20-30 words?
- What can be the consequences of not looking after Ms. Jenny’s health and well-being?
Case study 9: Jaimina Moreland
- Why you should take the complaint of Jaimina seriously? Answer in 10-20 words.
- Who you should report the complaint of Jaimina?
- What steps you must take after Jamina has reported this incident to you? Mention any five (5) necessary steps.
- What strategies can you implement to provide support to Jaimina? Mention any five (5)strategies.
Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Skills Test (UST)- Case Studies Student and Trainer/Assessor Details
| Unit code | CHCCCS023 | ||
| Unit name | Support independence and wellbeing | ||
| 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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