HLTAAP001 Recognise healthy body systems :
Unit HLTAAP001 Recognise healthy body systems Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
| Student ID | |
| Student name | |
| Contact number | |
| Email address | |
| Trainer/Assessor name |
Course and healthy body Unit Details
| Course code | CHC43015 |
| Course name | Certificate IV Ageing Support |
| Unit code | HLTAAP001 |
| Unit name | Recognise healthy body systems |
Assessment Submission Method
| ☐ | By hand to trainer/assessor | ☐ | By email to ainer/assessor | ☐ | Online submission via Learning Management System (LMS) | |||
| tr | ||||||||
| ☐ | By Australia Post to RTO | ☐ | Any other method _________________________________________________ (Please mention here) | |||||
Student Declaration
| I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: _______________________ |
Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: [email protected] Web: www.hammond.edu.au Phone: 1800 788 399
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to work with basic information about the human body and to recognise and promote ways to maintain healthy functioning of the body.
This unit applies to any worker who needs to use and interpret information that includes references to client anatomy and physiology.
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.
What the student can expect to learn by studying this unit of competency
- Work with information about the human body
- Recognise and promote ways to support healthy functioning of the body
Training and assessment resources required for this unit of competency
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:
- Simulated environment to recognise healthy body system.
- Computer technology and documentation as required
- Codes of practice and standards issued by government regulators or industry groups
- Anatomical models, charts and Video presentation
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
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.
Hammond Institute Pty Ltd | TOID: 90720 Issue Date: August 2018 Assessment HLTAAP001 V 10.0 Approved by: Quality & Compliance Dept. Page 3 of 49
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
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
Other Important unit specific Information
N/A
I Unit outcome
- 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). I Prerequisite/s
Nil
Hammond Institute Pty ltd I TOID: 90720 Issue Date: August 2018 Assessment HLTAAP00l V 10.0 Approved by: Quality & Compliance Dept. Page 4 of 49
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 | Speaking Reading Writing Confidence | Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists |
| ¨ Non- English Speaking Background | Speaking Reading Writing ¨ Cultural background ¨ Confidence | Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | Knowledge and understanding Flexibility Services ¨ Inappropriate training and assessment | Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | Make sure font size is not too small ¨ Trainer/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 lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue |
| Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift | ||
| ¨ Educational background | Reading Writing Numeracy Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | Speaking Reading Writing Numeracy Limited study skills and/or learning strategies | Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille 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 write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications 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 must successfully complete to be deemed competent in this unit of competency.
- The Unit Knowledge Test is comprised of thirty-five (35) written questions.
- 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.
- 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 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 learning management system (i.e. Moodle) or independent learning environment.
- Your trainer/assessor will provide you 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 and critical thinking.
- 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.
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 essential to recognise healthy body systems in a range of contexts and industry settings.
- 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.
Question1: Define each of the following terms in 10-20 words.
- Cell
- Tissue
- Organ
Question2: What are the three (3) main components of the cardiovascular system in the given below diagram?
Question3: Label the various parts of the structure of the heart.
Question4: List the four (4)-main function of the respiratory system.
Question5: Label the various parts of the respiratory system?
Question6: List any five (5) common diseases of the respiratory system.
Question7: Fill in the following blanks with correct answers:
- Right lungs have ……………………..……………. lobes.
- Left lung has …………………………..…… lobes.
- The outer surface of the lung cavity is called as………………………
- The inner lining of the thoracic cavity is defined as ………………….
- ………………………is a space between the two layers of the lungs.
Question8: Answer the following questions in 100-150 words.
- Define Bone
Question9: Label the main bones of the human skeletal system.
Question10: List any four (4) major diseases of the skeletal system.
Assessment
Question11. Label the main glands of the endocrine system.
Question12: Answer the following question.
- Name an important hormone produced by pancreases.
- List the two (3) diseases caused by its deficiency.
Assessment
Question13. List the four (4) main functions of hormones produced by endocrine glands?
Question14. Match the following with the correct answers:Type your answer.
| Location | Hormones |
| Thyroid Gland | Somatropin |
| Adrenal Glands | Testes |
| Pancreas | Estradiol Progesterone |
| Ovary | Parathyroid Hormone |
| Parathyroid Glands | Aldosterone |
| Testes | Insulin |
| Pituitary Gland | Thyroxin |
Question15. Locate and label the various parts of the digestive system.
Question16: Enlist any five (5) common diseases of the digestive system.
Assessment
Question17: Define the urinary system in one (1) or two (2) sentences.
Question18: Name the various parts of the renal system.
Question19: List four (4) major diseases of the urinary system.
Question20: Describe reproductive system in 30-50 words.
Question21. Label the different parts of male and female reproductive system in the given diagram.
Question23. Mention the different parts of integumentary system.
Question24. What are the three (3) main layers of the skin?
Question25. Enlist the three (3) components of lymphatic system.
Question26. What are the four (4) common conditions of the lymphatic system?
Question27. Label the diagram of the lymphatic system.
Question28. Write the vital role of the lymphatic system in the human body in 20-30 words?
Question29. Define nervous system. What are the types of nervous system? Explain in one (1) or two
(2) sentences for each.
Question30. Complete the flow chart:
Question31. What are the two (2) main functions of middle ear?
Question32. Label the given below structure of an eye.
Question33. Define immune system. list any two (2) important functions of the immune system.
Question34. List the three (3) common diseases of the immune system.
Question35. Match the following body parts with correct answers: Type your answer.
| Sensory Organs | Senses |
| Eyes | Smell |
| Ears | Taste |
| Nose | Hear |
| Skin | Sight |
| Tongue | Touch |
Assessment
Unit Pre-Assessment Checklist (UPAC) UAT 2 – Unit Skills Test (UST)
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 | Speaking Reading Writing Confidence | Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists |
| ¨ Non- English Speaking Background | Speaking Reading Writing ¨ Cultural background ¨ Confidence | Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | Knowledge and understanding Flexibility Services ¨ Inappropriate training and assessment | Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | Make sure font size is not too small ¨ Trainer/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 lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue |
| Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift | ||
| ¨ Educational background | Reading Writing Numeracy Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | Speaking Reading Writing Numeracy Limited study skills and/or learning strategies | Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a text book in braille 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 write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift |
| Explanation of reasonable adjustments strategy used (If required) | ||
Assessment Task 2 – Case studies
Assessment type
- Case studies
Assessment task description
- This is the second (2) unit assessment task you must successfully complete to be deemed competent in this unit of competency.
- This assessment task is comprised of a case studies.
- You are required to attempt scenarios followed by written questions in this assessment task.
- 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 answer all the given questions by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
- 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 conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
- 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 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 learning management system (i.e. Moodle etc.) or independent learning environment.
- Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the case studies:
- You will be required to correctly attempt scenarios followed by written questions of this assessment task.
- You will be Identified the effected body system in this assessment task.
- You will be expanding the knowledge and skills acquired during the previous assessment task.
How your trainer/assessor will assess your work?
- This assessment task requires the student to attempt scenarios followed by written questions.
- 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 your following skills and abilities:
- Skills to explain the normal structure, function and location of the main body systems.
- Skills to connect the interrelationships between main components of each body system and other structures.
- Skills to maintain a healthy body.
- Skills to utilize and share information about healthy functioning of the body.
- Skills to examine several body systems affect.
- Skills to identify healthy functioning of body.
- Skills to understand basic structure and functions of the body systems.
- Skills to identify procedure, circumstances and resources needed by the body.
Assessment Task 2 – Unit skills test
Assessment Instructions
- You are required to attempt scenarios followed by written questions.
- Your assessor will assess your work according to the given performance criteria/ performance checklist.
- 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:
o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o 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
- Learning management system
Assessment task Instructions
- This assessment task requires you to assume/ take on the role of a Risk Assessment Manager at any disability center
- You must establish, identify and analyse body system effected and restore the normal health condition with create relationship between various body system.
- You must attempt scenarios followed by written questions as provided to them.
- Assessor/trainer will assess your performance as per the performance criteria and checklist provided
You must include the following information as part of their assessment task:
- Attempt scenarios followed by written questions.
- Answer all the questions as per given critera
Part A :
In the given below Scenarios, Identify the body system effected, the rationale behind maintaining healthy body functions. How would you ensure to restore the normal health condition and establishment of the interrelationship between various body systems?
You are working in a disability centre looking after Mrs Smith 35-year-old female who was recently diagnosed HIV positive.
- Name the main body systems primarily effected by HIV.
- List the common sign and symptoms of the affected systems.
- What are two (2) common causes of deterioration in Mrs Smith health?
- What supportive care client will need in order to regain his normal body functioning?
Part B:
In a disability centre, you are looking after Mr john who recently had a motor vehicle accident and sustained fracture of the femur.
- Name the main body system included in the incident.
- List any four (4) bodily functions which have been impacted and how a disability worker can contribute to prevent this?
- What are the other effective measures to maintain healthy living?
Part C:
Mrs Sara 45 years old female sustained second degree burns on the areas including upper chest, abdomen and lower legs at her workplace.
- As per your observation, which major body organs can get involved in the incident?
- What are the adverse effects of the burns on the interrelated body systems?
- Enlist any three (3) underlying problems related to burns.
- List any four (4) nursing Interventions which can be implemented to maintain healthy functioning of Mrs Sara body.
Unit Pre-Assessment Checklist (UPAC) UAT 3 – Presentation
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 | Speaking Reading Writing Confidence | Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists |
| ¨ Non- English Speaking Background | Speaking Reading Writing ¨ Cultural background ¨ Confidence | Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | Knowledge and understanding Flexibility Services ¨ Inappropriate training and assessment | Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | Make sure font size is not too small ¨ Trainer/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 lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue |
| Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift | ||
| ¨ Educational background | Reading Writing Numeracy Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | Speaking Reading Writing Numeracy Limited study skills and/or learning strategies | Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment provision of information or course materials in accessible format, e.g. a text book in braille 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 write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications 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 – Presentation
Assessment type:
- Presentation
Assessment task description:
- This is the third (3) unit assessment task you must successfully complete to be deemed competent in this unit of competency.
- This assessment task is comprised of a presentation.
- 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 timed.
- Time allowed to deliver the presentation is 20 minutes.
- Students are expected to make 8-10 slides of PowerPoint presentation.
- Electronic devices are allowed during this assessment task.
- Student 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.
- Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this assessment task.
- The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
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:
- 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.
General Instructions for attempting the task:
- You must not cut and paste text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation.
- You must not read the presentation word-by-word and should use the presentation for reference purpose only.
- You must explain the topics appropriately.
- You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
- Skill to improve quality of work activities of healthy functioning of the body.
- Skills to assess relationships between effect of different body systems.
- Skills to identify causes that play a role in maintenance of a healthy body.
- Skills to precisely use and translate health terminology.
- Skills to identify structure, function and location of the major body systems.
- Skills to understand most important components of each body system and other structures.
- Skills to identify body systems and associated components.
- Skills to examine body to support healthy functioning.
- Skills to understand client health information.
Assessment Task 3 –Presentation
Instructions to complete this assessment task:
- This task requires you to develop and deliver a presentation on the Homeostasis.
- You must use PowerPoint to develop your presentation.
- You may use models, aids, equipment’s to deliver your presentation effectively.
- Presentation may include diagrams, infographics, pictures to be interactive and interesting.
- The presentation should be consistent, well organised and must cover all the criteria mentioned in the observation guide.
Resources required to complete the assessment task:
- Computer
- Internet
- MS Powerpoint
- Printer or e-printer
- Adobe acrobat/reader
- Learning management system
Assessment task Instructions
- This activity will require student to compete a presentation
- Student will be required to prepare and present a power-point presentation to all team members/trainer/assessor.
- Student must develop 8-10 Power-point slides.
- Presentation delivery time is 5-10 minutes.
- Student will submit a preparatory work to you before presenting.
- You must assess the performance as per the performance criteria and checklist provided Presentation:
Research the topic Homeostasis in relation to its imperative role in regulation of our body functioning. Give a teaching session (20 minutes) with power point presentation.
Presentation must provide information to address the following criteria.
- Maintenance of body temperature
- Fluid and electrolyte (including PH) balance
- Elimination of wastes from the body
- Maintenance of blood pressure
Presentation Requirements.
- Your presentation should be 20 minutes in duration.
- You must make 10-15 PowerPoint slides.
- Prepare a list of all the references you use.
- You must seek feedback from your fellow learners and trainer.
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