Certificate III Individual Support

Bankstown College Community Services Personal &

CHC33015 Certificate III Individual Support AND CHC43015 Certificate IV Aging Support

Student Assessment Book 1

2017 Foreword

To all Personal & Community Services students studying the Certificate III

Individual support and Certificate IV Aging support pathway.

Welcome to Bankstown College Community Services Section.

We trust that your studies in 2017 will be enjoyable, fulfilling and will provide

you with opportunities for academic learning and professional development. We

hope that learning will enhance your personal awareness, and increase your

employment and career prospects.

This Assessment Booklet should assist in your learning process as it provides you

with a student assessment summary, assessment items, evidence guides

and feedback forms.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 2 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Organisations, websites and online resources

Alzheimer’s Austrlaia www.alz.org Homecare Today Aged Care Act 1997 www.comlaw.gov.au https://homecaretoday.org.au Aged Rights Advocacy Service www.sa.agedrights.asn.au National Council on Intellectual Disability Australian Council of Healthcare Standards (NCID) www.ncid.org.au www.achs.org.au National Disability Insurance scheme Australian Government ‘my aged Care’ www.ndis.gov.au www.myagedcare.gov.au National Disability Services (NDS) Australian Disability Organisations (AFDO) www.nds.org.au www.afdo.org.au National Ethnic Disability Alliance (NEDA) Australian Human Rights Commission www.neda.org.au www.humanrights.gov.au National Health and Medical research Council Beyond Blue www.beyondblue.org.au www.nhmrc.gov.au Blind Citizens Australia (BCA) www.bca.org.au Brain Injury Australia Palliative Care www.palliativecare.gov.au www.braininjuryaustralia.org.au Physical Disability Australia (PDCA) www.pdca.org.au Carers Australia www.carersaustralia.com.au Code of Ethics for Australian Community Safework Australia www.acwa.org.au www.safeworkaustrlaia.gov Council on Ageing www.cotansw.org.au Standards Australia www.standards.org.au Deaf Australia www.deafau.org.au Deafness Forum of Australia Vision Australia www.visionaustralia.org www.deafnessforum.org.au WorkCover NSW Department of Families, Housing, Community www.workcover.nsw.gov.au services and Indigenous Affairs www.dss.gov.au

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 3 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Direct Client Care and Support The CHC Community Services package has no prerequisite units. This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason. Work involves using discretion and judgement in relation to individual support as well as taking responsibility for own outputs. Workers have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge of the concepts and practices required to provide person-centred support. To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency. No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication

CHC33015 Certificate III Individual Support This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason. Work will involve using discretion and judgement in relation to individual support as well as taking responsibility for own outputs. Workers will have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge of the CHC43015 Aging Support This qualification reflects the role of support workers who complete specialised tasks and functions in aged services; either in residential, home or community based environments. Workers will take responsibility for their own outputs within defined organisation guidelines and maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery. Workers may be required to demonstrate leadership and have limited responsibility for the organisation and the quantity and quality of outputs of others within limited parameters. CAREERPATH Stream Certificate III Certificate IV

Accommodation Support Worker Aged Care and Home and Aged Care Activity Worker Food Services Worker Community Care Care Service Team Leader (Aged Care) Care Supervisor (Aged Care) Personal Care Giver Respite Care Worker

COURSE FORMAT AND PACKAGING RULES Certificate III Individual Support Total number of units = 13  7 core units  6 elective units, consisting of:  at least 4 units from the electives listed below, at least 2 units must be from those units listed under Groups A, B or C.  up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 4 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Any combination of electives that meets the rules above can be selected for the award of the Certificate III in Individual Support. Where appropriate, electives may be packaged to provide a qualification with a specialisation. Packaging for each specialisation: All Group A electives must be selected for award of the Certificate III in Individual Support (Ageing). All Group B electives must be selected for award of the Certificate III in Individual Support (Disability).At least four units from Group C electives must be selected for award of the Certificate III in Individual Support (Home and Community). Where two specialisations are completed award of the qualification would read Certificate III in Individual Support (Ageing, Home and Community). All electives chosen must contribute to a valid, industry-supported vocational outcome. Core units CHCCCS015 Provide individualised support CHCCCS023 Support independence and well being CHCCOM005 Communicate and work in health or community services CHCDIV001 Work with diverse people CHCLEG001 Work legally and ethically HLTAAP001 Recognise healthy body systems HLTWHS002 Follow safe work practices for direct client care

Elective units Group A electives – AGEING specialisation (3 units) CHCAGE00 Facilitate the empowerment of older people 1 CHCAGE00 Provide support to people living with 5 dementia CHCCCS011 Meet personal support needs NOT OFFERED 2016 Group B electives – DISABILITY specialisation (4 units) CHCDIS00 Contribute to ongoing skills development using a strengths-based 1 approach CHCDIS00 Follow established person-centred behaviour supports 2 CHCDIS00 Support community participation and social inclusion 3 CHCDIS00 Facilitate the empowerment of people with disability 7 Group C electives – HOME AND COMMUNITY specialisation (4 units) CHCAGE00 Facilitate the empowerment of older people 1 Plus all of the following units: CHCCCS011 Meet personal support needs CHCCCS025 Support relationships with carers and families CHCHCS00 Provide home and community support 1 services

Other possible electives CHCADV00 Facilitate the interests and rights of clients 1 Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 5 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. CHCAGE00 Implement falls prevention strategies 2 CHCCCS006 Facilitate individual service planning and delivery CHCCCS021 Respond to suspected abuse CHCPAL001 Deliver care services using a palliative approach CHCPRP001 Develop and maintain networks and collaborative partnerships HLTAID003 Provide first aid HLTHPS006 Assist clients with medication HLTOHC00 Recognise and respond to oral health issues 1 HLTOHC00 Inform and support patients and groups about oral health 2 HLTOHC00 Apply and manage use of basic oral health products 3 HLTOHC00 Provide or assist with oral hygiene 4 HLTOHC00 Use basic oral health screening tools 5

The following occupations relate to this qualifications Accommodation Support Worker Accommodation Support Workers help the aged, people with a disability or young clients to find short or long term accommodation. Care assistant Workers provide a range of individualised person-centred personal support services to individuals requiring assistance due to age or disability. Care Service Employee Care Service Employees in residential facilities assist and support the recreation activities staff in co-ordinating programs that enable residents to engage in meaningful activities. Care Worker Care Workers provide a range of services including domestic assistance and social support, client monitoring, personal care and respite care. Those with higher qualifications will undertake a first line management role. Client Assistant Client Assistants provide support services, either in the community or in residential facilities, to clients who are aged or those who have a disability. Community Access Coordinator Community Access Coordinators support people who are aged and those who have a disability, by helping them to access recreational activities in the community. Community care worker Workers provide a range of individualised person-centred support services to individuals or families. Workers carry out support with an orientation toward any of the following: mental health, homelessness, aged care, disabilities, youth work, victims of domestic violence or child protection. Community House Worker Community House Workers, under general supervision, provide direct care to clients in areas of daily living, and support the health and wellbeing of these clients within a community housing environment. Disability Service Officer

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 6 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Disability Service Officers provide personal care and practical support to people with a disability and to their families. They participate in assessment, planning, implementation and evaluation of disability programs. Family Support Worker Family Support Workers provide assistance through a range of community-based programs designed to address the social, behavioural, health, welfare, developmental and protection needs of families. Field Officer (Community Services) Field Officers in Community Services assist with the delivery of aged care and disability services by conducting interviews with clients and assessing their needs. Food Services Deliverer Food Services Deliverers help in the preparation of meals and other general kitchen duties in residential care homes. This includes cleaning and washing dishes. Home care assistant Workers provide a range of individualised person-centred personal support services to individuals requiring assistance in their own homes due to age or disability. In Home Respite Worker In Home Respite Workers provide quality respite care and support to the families or carers of people who are aged or those who have a disability. Respite care can be within the client's home or at a centre based facility. Nurse’s Aide Nurse's Aides help acute care nursing staff in hospitals and other health care establishments with non-medical duties including housekeeping, patient and office support. Planned activity assistant Planned activity assistant will design, plan and facilitate a range of social or leisure activities to help people stay active, interact with others and improve wellbeing and client outcomes. Residential aide Workers provide a range of individualised person-centred personal support services to individuals requiring assistance in their own homes due to age or disability. Residential Care Worker Residential Care Workers provide care and supervision, in group housing or government institutions, for people who are aged or who have a disability. Residential Support Worker Residential Support Workers work in residential and non-residential facilities under direct supervision, carrying out activities related to the maintenance of a child or young person at risk. They develop and implement programs aimed at helping young people achieve their goals and enhance their participation in the community. School Support Officer (Disability) School Support Officers (Disability) provide assistance to children who have disabilities within the school environment. Senior Personal Care Assistant Senior Personal Care Assistants provide household assistance, emotional support, care and companionship, either in the home or within a residential facility, for people who are aged or those who have a disability. Transport Support Worker Transport Support Workers help clients who are young, aged, or have a disability by providing them with transportation to their appointments

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 7 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. COURSE FORMAT AND PACKAGING RULES Certificate IV Aging Support Total number of units = 18 15 core units 3 elective units, consisting of: at least 2 units from the electives listed below up to 1 unit from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome All electives chosen must contribute to a valid, industry-supported vocational outcome. Core units CHCADV00 Facilitate the interests and rights of clients 1 CHCAGE00 Facilitate the empowerment of older people 1 CHCAGE00 Coordinate services for older people 3 CHCAGE00 Implement interventions with older people at risk 4 CHCAGE00 Provide support to people living with dementia 5 CHCCCS006 Facilitate individual service planning and delivery CHCCCS011 Meet personal support needs CHCCCS023 Support independence and wellbeing CHCCCS025 Support relationships with carers and families CHCDIV001 Work with diverse people CHCLEG003 Manage legal and ethical compliance CHCPAL001 Deliver care services using a palliative approach CHCPRP001 Develop and maintain networks and collaborative partnerships HLTAAP001 Recognise healthy body systems HLTWHS00 Follow safe work practices for direct client care 2

Possible Electives units CHCAGE002 Implement falls prevention strategies CHCCCS021 Respond to suspected abuse HLTAAP002 Confirm physical health status HLTAHA021 Assist with screening and implementation of therapeutic diets HLTAID003 Provide first aid HLTAID006 Provide advanced first aid HLTHPS006 Assist clients with medication HLTHPS007 Administer and monitor medications

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 8 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. HLTWHS00 Maintain work health and safety 3 BSBMGT40 Show leadership in the workplace 1

Accommodation Support Worker Accommodation Support Workers help the aged, people with a disability or young clients to find short or long term accommodation. Assistant Hostel Supervisor Assistant Hostel Supervisors provide support in coordinating the day to day operations of an aged care facility, ensuring high quality care and programming, so that a pleasant and secure environment is provided for the residents. Care supervisor Care supervisors supervise other care workers and ensure that customers receive quality care in line with organisational requirements. Care Team Leader Care Team Leaders supervise the operation of an integrated home care service which includes home care, respite care, personal care and property maintenance. Community Program Coordinator Community Program Co-ordinators implement community based programs. They implement and co-ordinate programs and facilitate and develop partnerships with people in the community and with other service providers. They are involved in service delivery, either direct client work or health promotion and community development projects. Day Activity Worker Day Activity Workers prepare planned recreational activities in residential care homes for residents. Personal care assistant Workers provide a range of individualised person-centred personal support services to individuals requiring assistance due to age or disability. Personal care giver Workers provide a range of individualised person-centred personal support services to individuals requiring assistance due to age or disability. Personal care worker Workers provide a range of individualised person-centred personal support services to individuals requiring assistance due to age or disability. Residential care officer Workers provide a range of individualised person-centred personal support services to individuals requiring assistance in their own homes due to age or disability. Residential Care Worker Residential Care Workers provide care and supervision, in group housing or government institutions, for people who are aged or who have a disability. Support Worker (Community Services) Support Workers or Care Workers provide a range of individualised person-centred support services to individuals or families. Workers carry out support with an orientation toward any of the following: mental health, homelessness, aged care, disabilities, youth work, victims of domestic violence or child protection.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 9 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 10 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. UNITS delivered in each Course

Unit Number CHC33015 Aged Care/HACC CHC43015 Aging Support

CHCCOM005 Communicate and work in health and community services CHCLEG001 Work Legally and ethically CHCHCS001 Provide home and community support services CHCCCS015 Provide Individualised support CHCCCS023 Support independence and well being CHCCCS023 Support independence ad well being CHCADV001 Facilitate the interests and rights of clients CHCADV001 Facilitate the interests and rights of clients CHCAGE005 Provide support to people living with dementia CHCAGE005 Provide support to people living with dementia CHCDIV001 Work with Diverse people CHCDIV001 Work with Diverse people HLTAAP001 Recognise healthy body systems (on line) HLTAAP001 Recognise healthy body systems (on line) HLTWHS002 Follow safe work practices for direct client care HLTWHS002 Follow safe work practices for direct client care CHCCCS011 Meet personal support needs CHCCCS011 Meet personal support needs CHCCCS025 Support relationships with carers and families CHCCCS025 Support relationships with carers and families CHCAGE001 Facilitate the empowerment of older people CHCAGE001 Facilitate the empowerment of older people CHCCCS006 Facilitate individual service planning and delivery CHCAGE002 Implement falls prevention strategies CHCAGE004 Implement interventions with older people at risk CHCAGE003 Coordinate services for older people CHCLEG003 Manage legal and ethical compliance CHCPAL001 Deliver care services using a palliative approach CHCPRP001 Develop and maintain networks and collaborative partnerships BSBMGT401 Show leadership in the workplace CHCCCS021 Respond to suspected Abuse HLTHPS006 Assist clients with medications

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 11 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Student Assessment Guide – Units of study

Unit Code: CHCCCS011 Unit name: Meet personal support needs

Unit Purpose: This unit describes the skills and knowledge required to determine and respond to an individual’s physical personal support needs and to support activities of daily living. This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: safely supported at least 2 individuals by performing the activities outlined in the performance criteria of this unit. This includes following support requirements of an established individualised plan and supporting each of the following activities as described in your practical skills log book .

performed the following hazardous manual handling scenarios at least once: transferring a person between bed and chair; transferring a person in and out of car; falls recovering

Assessment Conditions Skills must have been demonstrated in a relevant workplace that provides personal support services to people, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for the unit: use of suitable facilities and resources including: individualised plans specifying different personal support needs; equipment outlined in individualised plans; modelling of industry operating conditions including involvement of real people when simulating the provision of service and equipment use. Overall, assessment must involve some real interactions with people who require personal support.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 12 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code: HLTWHS002 Unit name: Follow safe work practices for direct client care

Unit Purpose: This unit describes the skills and knowledge required for a worker to participate in safe work practices to ensure their own health and safety, and that of others in work environments that involve caring directly for clients. It has a focus on maintaining safety of the worker, the people being supported and other community members. This unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, in both centre-based and home-based service provision.

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures: . contributed to a workplace WHS meeting or inspection . conducted a workplace risk assessment and recorded the results . consistently applied workplace safety procedures in the day-to-day work activities required by the job role, including: . infection control . hazardous manual tasks . use of personal protective equipment . reporting incidents . followed workplace procedures for at least one simulated emergency situation.

Assessment Conditions Skills must be demonstrated: . in the workplace OR . in an environment that provides realistic in-depth industry validated scenarios and simulations to assess learners’ skills and knowledge. In addition, assessment must ensure use of: . current workplace policies and procedures for WHS . PPE relevant to the workplace and job role of the worker

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 13 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code: CHCCCS015 Unit name: Provide individualised support

Unit Purpose: This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the individual accessing the service and may have many different names in different organisations. This unit applies to workers who provide support under direct or indirect supervision in any community services or health context

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . used individualised plans as the basis for the support of 3 individuals

Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including: individualised plans and equipment outlined in the plan; infection control policies and procedures; modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment

Unit Code: CHCCCS023 Unit name: Support independence and wellbeing

Unit Purpose: 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.

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has: . safely supported at least 3 people to enhance independence and wellbeing . performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation Assessment Conditions 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

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 14 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. . 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.

Unit Code: CHCCCS025 Unit name: Support relationships with carers and families

Unit Purpose: This unit describes the skills and knowledge required to work positively with the carers and families of people using the service based on an understanding of their support needs.

This unit applies to workers across a range of community services contexts. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . assessed and responded to the needs of at least 3 different people and their carers or family members . used strengths-based solutions to respond to both routine and unpredictable problems related to care relationships Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit: . use of suitable facilities, equipment and resources, including organisation policy, protocols and procedures relevant to carers and families . modelling of industry operating conditions and contingencies, including people, carers or family members with whom the learner can interact

Unit Code: CHCCOM005 Unit name: Communicate and work in health or community services

Unit Purpose: This unit describes the skills and knowledge required to communicate effectively with clients, colleagues, management and other industry providers. This unit applies to a range of health and community service contexts where workers may communicate face-to-face, in writing or using digital media and work with limited responsibility under direct or indirect supervision.

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . demonstrated effective communication skills in 3 different work situations . clarified workplace instructions and negotiated timeframes with 2 colleagues . responded appropriately to 3 different situations where communication constraints were present . completed 2 written or electronic workplace documents to organisation standards

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 15 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Unit Code: CHCAGE001 Unit name: Facilitate the empowerment of older people

Unit Purpose This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life, using a person-centred approach. This unit applies to support workers in residential or community contexts. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace: . employing flexible, adaptable and person-centred approaches to empower the individual . recognising and responding appropriately to situations of risk or potential risk . used oral communication skills to maintain positive and respectful relationships

Assessment Conditions All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace. The following conditions must be met for this unit: . use of suitable facilities, equipment and resources, including: . relevant organisation policies and procedures . relevant aids to assist with independent living

Unit Code: CHCDIV001 Unit name: Work with diverse people

Unit Purpose: This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. This unit applies to all worker

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . undertaken a structured process to reflect on own perspectives on diversity . recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations: . selected and used appropriate verbal and non verbal communication . recognised situations where misunderstandings may arise from diversity and formed appropriate responses Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 16 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Unit Code: CHCAGE005 Unit name: Provide support to people living with dementia

Unit Purpose: This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan. This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . provided support to 2 different people living with dementia: . using a person-centred approach to support . using appropriate communication strategies . assisting in implementing a range of suitable activities that meet the person’s needs

Assessment Conditions Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person. The following conditions must be met for this unit: . use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan . modelling of industry operating conditions, including scenarios that reflect a range of dementia support services involving a range of dementia symptoms and behaviours of concern Overall, assessment must involve some real interactions with people with dementia, colleagues and families/carers. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 17 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code: CHCADV001 Unit name: Facilitate interest and rights of clients

Unit Purpose: 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. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has: . Worked in collaboration with 1 client to identify their interests, needs and rights . Advocated on behalf of 1 client to achieve a specific outcome . Supported 1 client throughout an organisational or legal complaints process

Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Unit Code: CHCLEG001 Unit name: Work legally and ethically

Unit Purpose: This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role. This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations . developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role . identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements

Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: . use of suitable facilities, equipment and resources, including: . current legislation, regulations and codes of practice . organisation policies, procedures and protocols . modelling of industry operating conditions, including presence of problem solving activities Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 18 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code: HLTAAP001 Unit name: Recognise healthy body systems

Unit Purpose: 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

Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . worked effectively with information about the human body and its healthy functioning in at least 3 different situations

Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: . use of suitable facilities, equipment and resources, including client health information . modelling of industry operating conditions, including integration of problem solving activities

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 19 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code: CHCHCS001 Unit name: Provide home and community support services

Unit Purpose: This unit describes the skills and knowledge required to work in a home support environment and community settings with individuals, family members, staff, visitors, suppliers and others to meet established work requirements. This unit applies to workers in a community services context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision. Requirements to successfully complete this unit of competency. The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the learner has: . provided services to individual/s in at least 2 different home or community support settings . used appropriate inter-personal skills: . establishing a positive relationship with the individual . seeking clarification of tasks . interpreting and following instructions

Assessment Conditions Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for this unit: . use of suitable facilities, equipment and resources, including: . individualised plans and any relevant equipment outlined in the plan . personal protective equipment . relevant organisation policies and procedures Overall, assessment must involve workplace interactions with people in their home, colleagues, families/carers and working with the person’s individualised plan.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 20 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. IMPORTANT ADDITIONAL INFORMATION

Reporting of assessment outcomes Your result will be recorded and reported to you as Satisfactory or Unsatisfactory.

To obtain a graded / competent outcome The learners result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency and grading criteria. The learner is able to satisfactorily apply all elements, the performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit in a range of situations. The learner uses known information in relevant situations.

To obtain an Unsatisfactory(US) grade The learner has not provided sufficient evidence to demonstrate achievement of all elements, performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit. If you are unable or do not provide sufficient evidence for this unit, the assessor will provide you with feedback and guidance on what you will need to do before you can attempt to achieve this unit of competency again.

What student will need Your teacher will advise you of assessment requirements for this unit of competency.

Recognition and credit Credit may be applicable for previous study. You may be eligible to apply for recognition for previous learning, experience and skills. Talk to your teacher to discuss what credit or recognition you can apply for. Additional recognition information is available on the TAFE NSW- SWSi internet site . More about assessment "Every Student's Guide to Assessment in TAFE NSW" provides information you need to know about assessment including information about the kinds of assessment, how you will be accessed and a checklist to confirm that you have all the information to support your study. Every student studying in TAFE NSW can access a copy of Every Student's Guide to Assessment in TAFE NSW on SWSI internet. Copies are provided by your teacher when you receive your assessment guides. Reasonable Adjustment Reasonable adjustment will be available to eligible learners. Negotiate the arrangements for reasonable adjustment at the earliest possible time prior to undertaking the assessment task.

Assessment methods: Please see Assessment Book CHC33015

Student support and services You will receive a copy of the Institute Student Services Guide A-Z on enrolment. The guide and links to the following support services are all available on the SWSI internet  Aboriginal student support  Counselling and career advice  Disability services  International student services  Library services  Multicultural education  Student association

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 21 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Student acknowledgement – receipt of assessment information Once you commence study you will be required to sign or acknowledge that you have received the student assessment guidelines for the course and units of competency in which you have enrolled. Marking Guide

All units of study in your course are UNGRADED . The learner result is based on the evidence provided to meet the criteria for competence as specified in the Unit of Competency. The result Satisfactory (S) or Unsatisfactory (US).

The following grading criteria definitions describe the level of competency expected to be demonstrated by the learner.

Not Yet Achieved Competency- Achieved Competency- Satisfactory Unsatisfactory The learner demonstrates effective skills The learner demonstrates some skills and and knowledge and can satisfactorily meet knowledge but does not satisfactorily the performance criteria specific to the meet all of the performance criteria unit in various situations. specific to the unit. The learners result is based on the evidence provided to meet the criteria for competence The learner only uses basic reflective as specified in the unit of competency and skills and is unable to link the knowledge grading criteria. to theory. The learner is able to satisfactorily apply all The learner has not provided sufficient elements, the performance criteria, the evidence to demonstrate achievement of all essential knowledge and skills and the elements, performance criteria, the essential critical aspects of assessment specific to knowledge and skills and the critical aspects the unit in a range of situations. The of assessment specific to the unit. learner uses known information in relevant If you are unable or do not provide sufficient situations evidence for this unit, the assessor will The learner can apply detailed provide you with feedback and guidance on information, uses reflective skills that link what you will need to do before you can to research and theory. attempt to achieve this unit of competency again.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 22 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment schedule Certificate III Individual Support and Certificate IV Aging Support ** Discuss with your teacher if you require an extension to the DUE date of your assessment. Assessment to be handed to the teacher who teaches the UNIT in the week it is due. Extension must be approved at least 2 weeks prior to the date DUE. Unit Code Unit Name Assessment 1 Assessment 2 Assessment 3 Work with Written Self reflection Research a culture and Cert IV ONLY work CHCDIV001 Diverse people written report (Group) place reflection ** TASK 1 report TASK 2 oral presentation 24 Feb 2017 10 Mar 2017 Task 1 28 Apr 2017 Complete by 31 Mar 2017 Task 2 Follow safe work Hand washing Practical tasks and skills Manual handling HLTWHS002 practices for direct Competency skill Competency skills ** client care “5 moments” (workbook) Online quiz Complete by 24 Feb 2017 28 Apr 2017 16 June 2017 HLTAAP001 Recognise Healthy Flexible on line 10 Spot test clinic room ** Body Systems quizzes (Moodle) Complete by 28 April 2017 28 April 2017 CHCCCS011 Meet personal Assessment of Role play case scenario co- OSCA ** support needs Simulated skills x7 assessed with CHCCS015 Third Party report Complete by 16 June 2017 10 June 2017 26 May 2017 Support Leisure Activity ROLE PLAY and written CHCCCS023 Independence and and report Presentation Co- ** Wellbeing Presentation assessed CHCAGE001 Complete by 7 Apr 2017 16June2017 Support College display Co Written case Study Workplace co assessed CHCCCS025 relationships with assessed CHCAGE005 “Janice” co assessed CHCLEG001orCHCLEG003 ** carers & families CHCHCS001 and CHCCCS015 OR CHCCCS006 Complete by 7JUNE 2017 05 May 2017 26 May 2017 Facilitate the ROLE PLAY and written CASE Study “Mrs CHCAGE001 empowerment of report Presentation Co- Third Party report Chandra” older people assessed CHCCCS023 Complete by 2 June 2017 16 June 2017 Facilitate the DVD in class Written Question and CHCADV001 interests and rights of assessment – “Maree” answer Third Party report ** clients Complete by 9 June2017 9 June 2017 Provide support to Written Assignment Interactive care plan College Display co CHCAGE005 people living with case study “MAX” behaviour monitoring Chart assessed with ** dementia co assessed CHCCCS015 or CHCCCS025 portfolio(CIV) Complete by 2 June 2017 16 June 2017 7 June 2017 Work Legally and Quiz on line Question and Answer and Workplace co assessed CHCCCS025 & CHCCS015 CHCLEG001 ethically Case Study OR CHCCCS006

Complete by 31 Mar 2017 31 Mar 2017 16 June 2017 Communicate and Role play case scenario Job seeking skills and OSCA CHCCOM005 work in health and 5minute presentation. resume and interview community services Complete by 2 June 2017 28 Apr 2017 Work place Provide home Written short question Written Watch DVD CHCHCS001 and community and answer Arthur and answer support services questions

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 23 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Complete by 18 Mar 2017 31 Mar 2017 Unit Code Unit Name Assessment 1 Assessment 2 Assessment 3

Provide Individualised Case Study with Interactive care plan Workplace co assessed support progress report and behaviour monitoring CHCCCS025 & CHCCLEG001 OR CHCCCS015 incident report ”Mrs Chart co assessed CHCCCS006 Henderson” CHCAGE005 Complete by 9 June 2017 16 June2017 LOG BOOK 120hours OSCA Clinical Placement As scheduled WORK or workplace Simulated environment As timetabled EXPERIENCE evidence

Additional Assessment schedule Certificate IV Ageing Support see Book 2

Unit Code Unit Name Assessment 1 Assessment 2 Assessment 3 Manage legal and Short Answer Written Question and Answer CHCLEG003 ethical compliance and Case Study /AUDIT Completed by 24 Mar 2107 16 June 2017 CHCDIV001 Work with Written Self reflection Research a culture and written Work place reflection ** Diverse people report (Group) Complete by 24 Feb 2017 10 March 2017 5 May 2017 Respond to suspected Written question and Written Case study CHCCCS021 Abuse answer Complete by 16 June 2017 16 June 2017 Assist clients with Written research OSCA Simulated assessments OSCA Work HLTHS006 medications placement Complete by 26 May 2017 16 June 2017 Work place Facilitate Written resource, case Group Leisure activity co individual service plan of service delivery assessed CHCAGE001 planning Co assessed with CHCADV001 following work CHCCCS006 CHCCCS025, placement (CHCAGE005) CHCLEG003,CHCADV0 01,CHCAGE03 Complete by 16 June 2017 2 Jun 2017 Develop and maintain Portfolio Part A Portfolio Part B research Work place networks and written questions resource collection development CHCCPRP001 collaborative partnerships Complete by 5 May 2017 5 May 2017 Implement RISK Assessment tool Development of risk CHCAGE004 interventions with Written co assessed assessment tool older people at risk CHCAGE002 Complete by 26 May 2017 16 June 2017 Implement falls Written co assessed Research written CHCAGE002 prevention CHCAGE004 strategies Complete by 26May 2017 16 June 2017 Coordinate services Written Q and A CHCAGE003 Written Q and A for older people Complete by June 9 2107 June 9 2017 Deliver care services DVD Herbie end of life Moodle Quiz Loss and grief written CHCPAL001 using a palliative DVD and written assessment approach assessment Complete by June 9 2017 June 9 2017 2 June 2017 WORK LOG BOOK 120hours Clinical Placement As scheduled EXPERIENCE Simulated environment As timetabled

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 24 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Workshops

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 25 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Please use these receipts for submission of your assessments. Please ensure you keep a copy of your assessments

RECEIPT Learner Student Name No. Student Signature ASSESSMENT NAME Date Submitted DATE DUE Received by NAME Date: Signed:

RECEIPT Learner Student Name No. Student Signature ASSESSMENT NAME Date Submitted DATE DUE Received by NAME Date: Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 26 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Signed:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 27 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support, level Certificate IV Disability Cert IV Ageing support TAFE Course Number CHC33015, CHC43115, CHC43015 Unit of Competency Name Work with Diverse people Unit Code CHCDIV001 Name of Task Assessment Event 1 Version 2 Student Last Name: Student First Name: Learner Number: Student Signature: INSTRUCTIONS TO Learner: Read each question carefully. Complete the written assessment and submit it to your teacher for marking. 1. Students must submit their own work and where other sources have been used to support evidence references must be provided refer to APA referencing. 2. Assessment task can either be typed or hand written if hand written must be legible. 3. Complete all the questions describing your own beliefs and opinions using reflective practices 4. Feedback will be provided after completion of the assessment. 5. Make sure you attach your cover sheet and sign Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Satisfactory Unsatisfactory Resubmit

RECEIPT Learner Student Name No. Student Signature ASSESSMENT NAME Date Submitted DATE DUE Received by NAME Date: Signed:

Part 1: Use the following codes: Put a code (ND, C or ED) for each scenario below, scenarios 1 to 12 below: ND those situations where you believe you would have No Difficulty working with such issues and/or people C situations which you would find Challenging but still believe you could work effectively ED those situations which you would find Extremely Difficult or impossible to work with Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 28 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. 1. A person who has very strong political views and insists that others agree with them__

2. A person who is racist against many cultures _____

3. An eighty year old lady who wants you to take her to a sex worker _____

4. A person with very strong religious believes _____

5. A homosexual couple who want to adopt a child _____

6. Who are required to provide personal care on someone who is intersex (please look at glossary of terminology) _____

7. A person who is a heavy drinker and smoker and continually asks for food vouchers_

8. A 16 year-old girl who wants an abortion _____

9. Someone who is HIV positive and is having unprotected sex _____

10. A person whose cultural and religious belief is that men are superior to women _____ 11. A man dressing as a woman and wants you to take them to the shopping centre ___

12. Someone with down syndrome wants to get married and have children _____

Part 2: Short answer questions:

1. Reflect on one of the above scenarios where you found it may be challenging to work within and discuss the reasons why. (150 - 200 words) If you did not find any of the above scenarios challenging please create two scenarios where you would find it challenging to work in.

2. What can you do differently that will assist you to support people including being culturally sensitive and ensuring cultural safety Include them in a workplace situation from Q1? (150 - 200 words)

3. Reflecting on your perception, has this exercise helped you think about the impact of your beliefs and attitudes toward your work and communication with clients? Please explain this. (100 words)

4. To ensure you have an appreciation of diversity and inclusion, do any of your values and beliefs provide a barrier in your communication with people from diverse backgrounds? Please explain this (100 -150 words) END OF ASSESSMENT

Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support,

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 29 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. level Certificate IV Disability Cert IV Ageing support TAFE Course Number CHC33015, CHC43115, CHC43015 Unit of Competency Name Work with Diverse people Unit Code CHCDIV001 Assessment Event 2 Written Report Name of Task Version 2 and Oral Presentation Student Last Name: Student First Name: Learner Number: Student Signature: INSTRUCTIONS TO STUDENT: Please read and answer all questions and points Task 1: Part A Research Report (Written) Students who work in Groups of 3 or 4 must submit their group’s work in a single report and all students submit their own cover sheet. This collective report can either be typed (500-750 words) 1. All work must show group effort and contribution and where other sources have been used to support evidence this must be referenced. Part B: A written paragraph (150 – 200 words) Part C: A written paragraph (200 – 300 words) Task 2: Oral presentation The aim of this exercise is to develop skills in presenting information orally to an audience. You may choose either part 1, 2 or 3 to give an oral presentation. 1. Each Group is to present to the class their findings in a 10 minute presentation with each student to present for up to 3 minutes. 2. The presentation must state clearly: Aim of your presentation, each speakers topic and a conclusion (see marking schedule attached) Your presentation must show team work and flow of information not just reading a topic. At the end of the presentation the audience will ask questions. Your group presentation may use pamphlet, power point, poster, media display or demonstration Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment? Satisfactory Unsatisfactory Resubmit

RECEIPT Student Name Learner No. Student Signature ASSESSMENT NAME Date Submitted DATE DUE Received by NAME Signed: Date: Task 1 Part A: Research one culture other than your OWN and include the following information: Describe the: - Cultural practices, Gender roles including intersex, Generational issues specific to your chosen culture, Types of religions and practices, The person’s family customs, food preferences and clothing

In your research think about cultural beliefs and practices:

 Challenging situations or issues you may face dealing with different cultures that can cause conflict and describe some strategies you may use in these situations Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 30 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point.  Suggest Local services you may choose to resolve some cultural issues or provide further assistance, advice and support to the person you are caring for – list 4 services that may be able to provide support for a person of your chosen culture In your research identify and describe the views of the people of your chosen culture on Disabilities. When researching your culture please include the following:  The impact of diversity and experience from a political, social and economic perspective  Legal and ethical issues including human rights  How marginalised groups are supported with issues such as physical, mental and emotional health issues, care needs and language.

 The impact of discrimination, trauma, exclusion and negative attitudes.

 Equity and access to support services, in the identified cultural community.

Part B: Research and write in point form your findings on Aboriginal and/or Torres Strait Islander culture. Include in your research:  How you would promote understanding across diverse groups, identify the key issues regarding political, social and economic problems affecting the ATSI people?  The ATSI communities are considered to be a marginalised group. Describe the issues that impact on engagement / access and service delivery (How do western systems and structures impact on Aboriginal and Torres Strait Islander people) Part C: Describe what you would consider when caring for a LGBTQI person. Consider the following questions in relation to the views of the Australian culture on LGBTQI people:  What does the term LGBTQI mean? Hint: what does each letter of this abbreviated term mean?  What are current issues that the LGBTQI community are currently lobbying government for in Australia? Taking into consideration the Australian Culture and if you were born in Australia or you have migrated to Australia, research: How would you describe Australian culture and how has the culture of Australia changed in the last 100 years?

Thinking about Your Origins where do you believe your DNA originates e.g. you may be 20% Swedish, 20% END OF ASSESSMENT

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 31 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Marking Guide Criteria TASK 1 REPORT Satisfactory Comment Assessment 2 (S) All topics and points covered and discussed Not yet Satisfactory (US) With chosen culture describes the views:  Cultural practices  Gender roles including intersex  Generational issues specific to your chosen culture  Types of religions and practices  Disabilities  Intersex (LGBTQI)  sexual orientation Submitted answer also make reference to and includes:  The impact of diversity and experience from a political, social and economic perspective  Legal and ethical issues including human rights  How marginalised groups are supported with issues such as physical, mental and emotional health issues, care needs and language  The impact of discrimination, trauma, exclusion and negative attitudes.  Equity and access to support services, in the identified cultural community.

 the political issues associated with the Aboriginal and / or Torres’s Strait Islander Culture  the social issues associated with the Aboriginal and / or Torres’s Strait Islander Culture  the economic issues associated with the Aboriginal and / or Torres’s Strait Islander Culture

 Understand the LGBTQI rights as a minority group  Considerations to care when caring for an LGBTQI resident or client

 Organisations listed that are appropriate to support of the person of their chosen culture  Strategies are described that are implemented to manage any issues raised

 Presentation and teamwork assessed during oral presentation (separate marking guide sheet attached) References provided when not the learners own work Overall Competence including date:

Comments:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 32 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Item MARKING GUIDE TASK 2 ORAL PRESENTATION Did the students identify Marks Description of what the assessor expects to see each element S/US the student doing in the course of this project Tick which applies YES NO 1 Introduction

2 Content Culture defined:

Topic defined and explained:

3 Flow of presentation shows team work and new knowledge.

Y NO YE NO ES S

4 Each presenter has an oral presentation prepared 1

5 Their conclusion

6 The Group was able to answer Questions from the audience

7 Overall Presentation was effective and appropriate material slides, handouts, and oral presentation was understood.

8 Teachers Overall Comment Satisfact Unsatisfactor ory y

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 33 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Item MARKING GUIDE TASK 2 ORAL PRESENTATION Did the students identify Marks Description of what the assessor expects to see each element S/US the student doing in the course of this project Tick which applies YES NO

MOODLE Assessments Qualification Name and AQF Certificate III Individual support level Certificate IV Aging Support CHC33015 TAFE Course Number CHC43015 Unit of Competency Name Recognise Healthy Body Systems Unit Code HLTAAP001 Name of Task Moodle 10 quizzes Version 1 DUE DATE

Qualification Name and AQF Certificate III Individual support level TAFE Course Number CHC33015 Unit of Competency Name Work legally and ethically Unit Code CHCLEG001 Name of Task Assessment 1 Quiz (moodle) Version 1 DUE DATE

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 34 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual support level TAFE Course Number CHC33015 Unit of Competency Name Work legally and ethically Unit Code CHCLEG001 Name of Task Assessment 2 Written Short Answer Version 1 DUE DATE

Student Name Student Number Date Submitted Teacher Signature

INSTRUCTIONS TO STUDENT: Complete the written assessment and submit it to your teacher for marking. 1. This assessment is to be completed individually 2. Read each question carefully. 3. Type your answers. 4. You must always acknowledge sources and quotations. Failure to do so is considered plagiarism. You MUST include a reference list at the end of your work. 5. Referencing allows you to acknowledge the contribution of other writers and researchers in your work. Referencing is a way to provide evidence to support the assertions and claims in your own assignments. Refer to the ‘Referencing Document’ for more information 6. Feedback will be provided after completion of assignment Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 35 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. CHCLEG001 Assessment Task 1 - Short Answer Questions Answer the following short answer questions: 1. Identify three (3 ) examples of the legal and ethical requirements that are work relevant to community services work in an aged care or home and community care environment, and describe how each are applied in the workplace. 2. Describe your legal responsibility in your work place by identifying 3 situations that your value judgments may interfere with either an ethical or legal situation. 3. Name and describe three(3 ) laws that affect your role as a carer? 4. List five (5) objectives of the Age Care Act 1997. 5. Where might you access and interpret sources of information about your legal obligations? List two (2) websites with a reference to the documents. 6. Write a brief definition of “duty of care”.

7. . List two types of laws that relate to the role of a community services worker and provide an example of each. 8. How do you use policies and procedures to manage compliance and ethical practice in both internal work practice and external service delivery? 9. What is included in organisation policies and procedures and what format are they presented in? 10. Where and how can you source information on organizational documentation that you could refer to in order to clarify your own legal responsibility?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 36 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support, level Certificate IV Disability Cert IV Ageing support TAFE Course Number CHC33015, CHC43115, CHC43015 Unit of Competency Name Follow Safe work Practices for direct Client Care Unit Code HLTWHS002 Name of Task Assessment Event 1 Version 2 Student Last Name: Student First Name: Learner Number: Student Signature: INSTRUCTIONS TO Learner: **You will have to complete to a competent level, the below range of tasks to demonstrate proficiency in work health and safety practice: 1. Task 1: Complete your Hand Hygiene ‘5 Moments’ and ‘Non-Clinical Module e.g. healthcare facility support staff’ online on the Hand Hygiene website. (Instructions on Moodle on how to register, login and complete these modules. Link to Hand Hygiene Australia ‘5 Moments’: http://www.hha.org.au/home/5-moments-for-hand-hygiene.aspx Non-Clinical Module: http://www.hha.org.au/LearningPackage/olp-home.aspx 2. Task 2: Once you have completed task 1, complete the handwashing checklist attached with your assessor 3. Feedback will be provided after completion of these tasks. 4. Your signature on this cover sheet is your statement of authenticity that the assessment tasks and works completed are your own. Students plagiarizing works may receive disciplinary action in such instances. Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

------Full Name and designation – assessment handed to for grading: Receipt Date for Submission: HLTWHS002 - ASSESSMENT 1 - HAND HYGEINE Students Full Name and Learners Number: Satisfactory Unsatisfactory Resubmit

Task 2: Skills Assessment: Hand washing (simulated) Assessment YES NO

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 37 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. 1. States the importance of hand washing 2. Describes when is it important to wash your hands in the clinical environment 3. Describes two types of hand washing and for what purposes they are used .

Planning 1. Removes jewellery and watch 2. Ensures fingernails are short and clean 3. Ensures skin integrity is intact 4. Where skin is broken, applies occlusive dressing 5. Organizes equipment i.e.: cleansing agent and hand towel

Implementation 1. Turns on tap, adjusts temperature and flow rate 2. Wets hands thoroughly 3. Applies cleansing agent and lathers vigorously 4. Washes hands thoroughly beginning with palm to palm in a rotational manner 5. Pays special attention to backs of hands and wrists, right palm over left palm, left palm over back of right 6. Washes inter digital spaces (between fingers), palm to palm, fingers interlaced 7. Moves wedding ring up the finger to clean under and around it 8. Holds right thumb with left thumb, rotates and vice versa, moving up and down to include wrists 9. With hand cupped, rubs the backs of fingers of left hand to palm of right hand using a backwards and forwards motion and vice versa 10. Uses rotational rubbing backwards and forwards with tops of fingers and thumb of right hand in left and vice versa- be aware not to abrade skin of palm with fingernails Hand Washing performed Satisfactory (S) Not Satisfactory (NS) Student Name: Signature: Date: Assessors Name: Signature: Date:

** Assessors Please Circle: 1st Attempt: Competent Not Yet Competent 2nd Attempt: Competent Not Yet Competent 3rd Attempt: Competent Not Yet Competent Assessors Signature and date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 38 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support, level Certificate IV Disability Cert IV Ageing support TAFE Course Number CHC33015, CHC43115, CHC43015 Unit of Competency Name Follow Safe work Practices for direct Client Care Unit Code HLTWHS002 Name of Task Assessment Event 2 Version 2 Student Last Name: Student First Name: Learner Number: Student Signature: INSTRUCTIONS TO Learner: **You will have to complete to a competent level, the Tasks listed below to demonstrate proficiency in work health and safety practice: 1. Task 1: Manual Handling Legislation and principles, Answer all Questions 2. Task 2: A Client Transfer (Manual Handling) in a simulated environment 3. Task 3: Managing Stress and Debriefing; research and answer all questions 4. Task 4: Complete a hazard and incident report based on the scenarios your assessor will give you and complete the research questions. 5. Task 5: Complete the evacuation questionnaire in a simulated or real exercise. This evaluation will assist you to understand and assess possible improvements or information and procedures that are required in the case of an emergency. The college will have an evacuation drill and we wish you to complete the following questionnaire check list to document any problems experienced by you, staff, other students or visitors during this emergency evacuation / lockdown and list deficiencies identified in the procedure you think should be modified where required. 6. Feedback will be provided after completion of the tasks. 7. Your signature on this cover sheet is your statement of authenticity that the assessment tasks and works completed are your own. Students plagiarising works may receive disciplinary action in such instances. Student’s comment: Would you like to make any comments about this assessment?

------Full Name and designation – assessment handed to for grading: Receipt Date for Submission: HLTWHS002 - ASSESSMENT 2 - Students Full Name and Learners Number: Task 1: WHS Legislation and Manual Handling Principles This assessment includes:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 39 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Identifying manual handling hazards, assessing related risk and follow risk minimisation procedures. Manual handling is any activity requiring the use of force exerted by a person to lift, lower, push, pull, carry, move, hold or otherwise restrain a person, animal or object. Manual handling hazards: There are many manual handling hazards in the workplace. In order to protect yourself from injury you must assess each situation and adapt a safe manual handling plan. Question 1: Identify the legislation relating to workplace health and safety in NSW. Why does this legislation exist and what is the year of that legislation? Have there been any amendments? Question 2: Name 2 documents that you would to find the instructions and procedures to follow safe work practices in your work place? Question 3: List in order, how you would prepare to assist a person into a car taxi or bus and identify possible equipment you may need? (Think of a person who needs assistance who is leaving your building). Question 4: What control measures would you put in place to minimize any risk in the scenario of question 3? Question 5: If you were to see a person fall in the street, you were the first person to attend to this person and you see they are attempting to stand up but require a little support and assistance to mobilise to a standing position. What manual handling techniques and principles will you need to consider? Question 6: A person is having a coffee with her friend in a café, she has fluid running down her legs and you suspect this may be urine or faeces. What precautions do you need to take? What might you do in this situation and what precautions would you take?

Task 2: Client Transfer (Manual Handling) simulated **Your assessor will give you an individual case study and you will be assessed in transferring your client. Assessors Please circle Yes or No to indicate if clinical skill has been achieved.

Maximum Time: 15 minutes Assessment Yes No 1. Introduces self to the client 2. Determines clients identification 3. Assesses the clients’ ability to communicate and assist 4. Gains informed consent for procedure from client Planning 1. Attends to hand-washing, observing principles of same 2. Assesses care plan/progress notes to determine the level of assistance Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 40 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. required 3. Gains assistance from staff as needed 4. Selects appropriate equipment and prepares a safe environment 5. Positions client and ensures privacy Implementation 1. Communicates with staff and client at each transfer stage 2. Adheres to correct body mechanics and transferring principals 3. Transfer conducted safely for client and staff 4. Repositions client and confirms comfort 5. Attends to hand-washing, observing principles of same 6. Reflects on performance of transfer Manual Handling performed; Satisfactory (S) Not Satisfactory (NS)

Task 3: Managing Stress and Debriefing Please answer all of the following questions :

Question 1: There are other hazards faced by support workers including fatigue, effects of shift work and stress. How can worker fatigue be a hazard to the worker and the client? Question 2: Identify 3 strategies that can helpful in managing stress. Question 3: What does the term debriefing mean? Provide an example of when you would ‘debrief’ in a work place situation.

Task 4: Hazard and Incident Reporting, Risk Control and Contributing to WHS Processes in the Workplace Hazard reporting: It is essential that workers report any hazards that exist in the workplace. The organization you work for will have a procedure to follow in reporting hazards. Incident reporting: Below is an example of an incident report. An incident report must be filled out when a person has had any type of accident in the workplace.

Please answer all of the following questions : Question 1: What is a work place hazard and who would you report this to? Question 2: Outline briefly how a work place incident would be managed? Question 3: Name 8 pieces of information that you will need to document incident report? Question 4: Why is it important to report a work place hazard?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 41 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. HAZARD REPORT Name: D.O.B.: Address: Gender: Date hazard identified: Time of hazard reported: Exact Location of hazard:

Incident Type: Sharp(s) Chemical, Environmental, Electrical (Circle type) Other (specify)

Possible injury sustained from hazard?

Describe clearly your version of what the hazard is:

Signature and name of person reporting:

Signature and name of witness: Reported to: Time and date of notification: Assessment: What is your risk rating? (Determine the risk rating – using the NSW Hazpak Risk Matrix) your answer will be rated 1 to 6 Based on this risk rating what are you going to put in place and how long will you rectify the hazard

What would the risk rating be after you have rectified the hazard? (Determine the risk rating – using the NSW Hazpak Risk Matrix) your answer will be rated 1 to 6

Supervisor notified: yes no Manager notified: yes no (Circle) Maintenance notified: yes no Other notified (name): Signed: Time: Date: Findings of investigation: Sign: Date: Action Taken: (comment as required) Sign: Date:

Follow up Evaluation: Any Additional Comments:

Which meeting(s) may this report be discussed at?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 42 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. RISK INCIDENT REPORT Name: D.O.B.: Address: Gender: Date of Incident: Time of Incident: Exact Location of Incident:

Incident Type: Fall Burn Striking Manual Handling (Circle type) Other (specify)

Injury sustained:

Condition of Person before Incident: Alert Confused/Disorientated (Circle type) Other: Describe clearly how incident occurred:

Signature and name of person reporting:

Signature and name of witness: Reported to: Time and date of notification: Assessment of the incident:

Doctor notified: yes no Family notified: yes no (Circle) Other (name): Signed: Time: Date: Findings of investigation: Sign: Date: Treatment and follow up details: Sign: Date: Action Taken: (comment as required) Sign: Date:

Follow up Evaluation: Any Additional Comments:

Where will this report be filed? Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 43 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Task 5: Emergency Evacuation / Lockdown Observers’ Checklist

College: ______

(Circle Type) Date of evacuation / lockdown: ______/______/______

Time of evacuation / Lockdown: ______am/pm

a) Building Evacuation / lockdown Yes No or (Building Number) b) Total College Evacuation / Lockdown Yes No

Please tick where applicable. Yes No

Did you hear the response siren?

Did it sound for a long enough period?

Did you know what the siren meant?

Did others know what the siren meant?

Were you notified of evacuation/ lockdown by other means? (please indicate?)  Switchboard  Security  Floor warden  Runner  Teacher

______

Did all occupants evacuate / lockdown promptly?

Were persons with disabilities accounted for?

Was the emergency procedure followed in your class?

Were wardens easily identified by coloured hat / vest?

What colour was the wardens HAT? ______

EVACUATION POINTS. (If applicable)

Did evacuees know where the assembly point for your building was?

Where was it? ______

Was assembly point location for your building displayed on or near room door?

If you answered no to either of the above, please state the floor/building you were in?

Where is the ‘emergency evacuation procedure’ located? ______Locate a fire extinguisher state the colour and describe what type of fire is it used for? ______

GENERAL FEEDBACK. Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 44 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. What was well done? ______What needs improvement? ______

Completed by Name ………………. Signature ………………………. Designation:

Marking Guide Criteria Satisfactory Comment Assessment 2 (S) Not yet Satisfactory (US) Follow workplace policies and procedures for safe work practices and identifies the legislation – lists 2 documents Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures Identify any client-related risk factors or behaviours of concern, report them to designated persons, and record them according to workplace procedures Raise WHS issues with designated persons according to organisational procedures Participate in workplace safety meetings, inspections and consultative activities Contribute to the development and implementation of safe workplace policies and procedures in own work area Participate in workplace debriefing to address individual needs Completed work place forms as required by organisational policy and procedures Follow manual handling procedures and work instructions for minimising manual handling risk Identify manual handling hazards and report in line with workplace procedures Apply control measures for minimising manual handling risk Follow standard precautions as part of own work routine to prevent the spread of infection Recognise situations when additional infection control procedures are required Apply additional precautions when standard precautions alone may not be sufficient to prevent transmission of infection Identify risks of infection and report them according to workplace procedures Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work role Completed work place forms as required by organisational

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 45 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. policy and procedures Overall Competence including date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 46 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Communicate and Work in health and Unit of Competency Name community services Unit Code CHCCOM005 Name of Task A1 Role Play and written report Version 1 DATE DUE Student Name Learner No Student Signature Date submitted

INSTRUCTIONS TO STUDENT: TASK 1 ROLE PLAY You will have 10 minutes to prepare a role play based on a scenario the teacher gives you. 1. Working with one or more partners, develop a role play demonstration of appropriate communication skills, based on the scenario . 2. Your role play should demonstrate the following skills:  Attending and listening  Giving feedback  Responding to individual need  Negotiating and problem solving  Minimising conflict  Dealing with cultural diversity  Complying with legsliative requirements/organizational policy and procedures Each role play should take approximately ten minutes

TASK 2 Written Report(Document your findings) At the end of your role play, write a brief description of what has happened in a format that is suitable for the reporting procedures in your organisation. Possible examples include: An entry into the day-book, A memo to another staff member An email to your supervisor Write the entry or email as it would appear including date time and signature to meet organisation and or legislative requirements. Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 47 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Communication Skills Checklist The following Marking guide will be used when observing your skills in your role play interaction .In all situations, you should be able to demonstrate that you are aware of, and taking into consideration the following needs of the person.  Sensory and cognitive needs  Environmental factors eg noise, distractions  Language abilities  Preferences

Communication Skill Observed Comment Satisfactory /Unsatisfac tory Gains client or colleagues YES NO attention

Introduces self YES NO appropriately/addresses by preferred name

Provides relevant information YES NO

Uses active listening and YES NO reflection

Asks open and closed questions YES NO appropriately

Uses non verbal communication YES NO strategies egg eye contact, touching

Adapts communication YES NO strategies to meet client needs and provides feedback

Communicates respectfully; YES NO minimizes risk of tension or conflict

Encourages self expression and YES NO validates clients feelings

Assesses client or colleagues YES NO understanding of message, negotiates and problem solves

Comply with legislative YES NO requirements Overall Comments Teacher Signature

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 48 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Communicate and Work in health and Unit of Competency Name community services Unit Code CHCCOM005 A2 Written task Name of Task Version 1 Job seeking Skills & Interview DATE DUE

Student Name Learner No Student Signature Date submitted

INSTRUCTIONS TO STUDENT: 1. Find a job advertisement or job description for a relevant community service position that you would like to apply for. 2. Assess your own knowledge and skills against the employment criteria for your selected position. 3. Identify your strengths and areas that may need further professional development. 4. .Prepare a written resume outlining your experience, skills and knowledge. For the purposes of this assessment, you may assume that you have completed your Certificate III qualification. 5. Prepare a letter of application to go with your resume. In your letter clearly identify how you meet the employment criteria and how you can add value to the organisation’s services. 6. Present your self assessment, resume and letter for assessment. 7. Participate in a role play interview for your selected position. 8. The interview questions will explore your:  understanding of the job role  work relevant attitudes and values  verbal communication skills  problem solving skills

Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 49 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Unit of Competency Name Provide Home and Community support Services Unit Code CHCHCS001 Name of Task A1 Written Question and Answer Version 1 DATE DUE

Learner Student Name No. Student Signature Date Submitted

INSTRUCTIONS TO STUDENT: Complete the written assessment and submit it to your teacher for marking. 1. Read each question carefully. 3. Attempt all the questions 4. Use a pen, not a pencil to answer the questions. You may also type your answers clearly indicating which question you are answering. 5.Write your answers clearly. 6.Feedback will be provided after completion of the assessment.

Student Feedback on Assessment

Student’s comment: Would you like to make any comments about this assessment?

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 50 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. ASSESSMENT 1 Written

1 You are a personal care assistant who has commenced your first shift working with a client in a home and community care environment. The policy at your new workplace states that when you arrive at a client’s home for the first time you need to identify yourself so that your client can ensure you are a bone fide worker who is there to support them. Outline 3 (three) ways in which you will plan to confirm your identity to the person you are attending

2 You arrive at your clients home Mrs Alma Mahmood. Alma has a moderate hearing impairment in her left ear and speaks only a small amount of English. She appears to understand a little more English than she speaks. Discuss 4 strategies for communicating with Alma effectively.

3 Alma also has two 2 pet dogs that live in the house with her. When you arrive they bark loudly and aggressively at you and try to snap at your feet. Although Alma yells at the dogs, you are anxious and distracted when trying to work. a. Describe Alma’s and your rights in this situation. b. Describe how you would deal with this issue.

4. Discuss why it is an important part of your job in the HACC environment to observe, monitor and report any changes in your clients condition

5. A client you have been caring for in the home has started to deteriorate in their level of mobility. They have also began losing weight recently. a. Who should you report this to? b What methods would you use to communicate this change?

6 a .Describe the purpose of a care/support plan in the HACC setting. b. Give examples of what may be included within this plan.

7 List 3 other examples of documentation that you may be required to complete while working within the HACC sector and the importance of maintaining them.

8 You are working with an elderly client Mrs Gray and your work for the day involves you having to assist with personal care, doing laundry and assisting with meal preparation. a. Describe three (3) hygiene and infection control measure you would use b Describe the personal Protective Equipment that is necessary for you to wear whilst working for Mrs. Gray

9 If put in a position where you felt that your personal safety was threatened, what

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 51 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. actions should you take?

10 Describe what each of the following terms mean and what service they provide in the Home and community care sector? a. HACC b. DVA c. CACP d. EACH

11 Mrs. Hazmah is a client whom you support in her home. Mrs Hazmah is a Muslim and follows certain beliefs in regards to prayer, food and culture. Give examples of how to incorporate Mrs. Hazmah’s care.

12 Discuss the responsibilities of a home and community care worker in relation to:. a. Travel, including safety of vehicles and driving behaviours. B Storage of equipment

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 52 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Marking Criteria CHCHCS 001 Provide home and community support services 1. Outline 3 ways in which you will plan to confirm your identify to your S/NYS client 2. Discuss 4 strategies for communicating with Alma effectively S/NYS 3. A Describe Alma’s and your rights in this situation S/NYS B Describe how you would deal with this issue S/NYS 4. Discuss why it is an important part of your job in the HACC S/NYS environment to observe, monitor and report any changes in your 5. clients condition. S/NYS 6. A client you have been caring for in the home has started to deteriorate in their level of mobility. They have also began losing weight recently Who should you report this to? What methods would you would use to communicate this change? S/NYS 7. A Describe the purpose of a care / support plan in the HACC setting. B Give examples of what may be included within this plan 8. List 3 other examples of documentation that you may be required to S/NYS complete while working are working within the HACC sector and importance maintaining client records 9. A Describe three (3) hygiene and infection control measures you would S/NYS use B Describe the Personal Protective Equipment that is necessary for you to wear 10. What steps do you need to take to manage all the infectious materials S/NYS and spills? 11. If put in a position where you felt that your personal safety was S/NYS threatened, what actions should you take? 12. Describe what each of the following terms mean and what they do in the S/NYS home and community care sector A HACC B DVA C CACP D EACH S/NYS 13. Give examples of how to incorporate Mrs. Hamah’s beliefs into her care.

14. Discuss the responsibilities of a home and community care worker in relation to S/NY A travel, including safety of vehicles and driving behaviours S B appropriate storage of equipment

Overall Result Comments S/NYS Student signature Assessors signature:

Assessment Cover Sheet

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 53 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Unit of Competency Name Provide Home and Community support Services Unit Code CHCHCS001 Name of Task A2 Written Question and Answer Version 1 DATE DUE

INSTRUCTIONS TO STUDENT: Complete the written assessment and submit it to your teacher for marking. 1. Read each question carefully. 3. Attempt all the questions 4. Use a pen, not a pencil to answer the questions. You may also type your answers clearly indicating which question you are answering. 5.Type your answers clearly. 6.Feedback will be provided after completion of the assessment.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 54 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. What Arthurs Video to assist you think of what it is to live at home and request assistance. Arthurs video is found in the unit on MOODLE at CHCADV001 (Assessments)

1. What is meant by a Community and Aged Care Package?

2. What do the letters ACFI stand for and explain the main purpose of this.

3. Explain the role of ACAT and list 3 possible members.

4. What is meant by the term ‘ageing in place’

5. Explain the importance of The Aged Care Act 1997

6. What is meant by the accreditation process?

7. What is continuous improvement?

8. Name 3 types of elder abuse. What is your duty of care in relation to witnessing any

type of elder abuse?

9. What are the possible reporting mechanisms if a resident’s rights are not upheld?

10. Define the following terms

a. Stereotyping, b. Advocacy, c. Empowerment, d. Positive ageing, e. Ageism

11. List three results that negative stereotyping could have on an older person

12. Explain how you would meet the diversity of race or culture, spiritual and sexual

preferences of a resident.

13. What is your understanding of a ‘Person Centred Approach’?

12 List the 6 principles of Consumer directed Care

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 55 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF level Certificate III Individual support TAFE Course Number CHC33015 Meet personal support needs coassessed Provide Unit of Competency Name individualised support Unit Code CHCCCS011 co assessed CHCCS015 Simulation role play in groups with individual Name of Task Version 1 scenarios Time allocated for this 15 minutes to complete the practical task, 30 minutes to assessment compete the documentation

Student Name Student Number Teacher Signature

INSTRUCTIONS TO STUDENT:

1. Plan and implement personal care needs in a simulated environment based on the scenario you have been given. 2. You will have 15 minutes to read the scenario 3. The activity will be implemented in the clinical room and the students will be allocated in groups of 2 or 3 4. Students will be allocated 15 minutes to perform and complete the case study 5. Students are to complete a progress report of care needs delivered and give a verbal handover to the supervisor 6. In some Scenarios you may be required to complete an Incident Report.

Signed: Date:

Satisfactory Unsatisfactory

These skills will be reassessed in the work place SEE OSCA.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 56 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. During the demonstration did the student YES NO Apply an understanding of the clients personal support requirements:  Identifies client & confirms procedure with client    Reviews Care Plan knows where it is usually located    Confirms and offers resident to participate   Collects and organises appropriate equipment for the case scenario  Ask for assistance where needed    Prepares clients ensuring privacy    Arranges clothes   Implements all infection control procedure  Washes hands    Gathers linen and places dirty linen outside the clients room    Washes resident appropriately   Performs all activities in a safe and timely manner    Considers the risks of supporting the client    Evaluates own body mechanics nad safety    Reflects on performance Communicates with staff and client appropriately    Introduces self and states who he/she is  Ask client if they can help you    Ask client if they understand you    Explains purpose of procedure    If equipment to be used explains the steps.   Completes documentation correctly  Name    Date    Time    Signature and designation  Documentation appropriate to role place      Where will you document activities of your client  What changes would you report and to whom? Performs verbal handover report  Recognises and reports changes in the clients health or support   requirements

Satisfactory Unsatisfactory Teachers Feedback:

Teachers signature Attempt 1 2 3 Reassessment Students Signature: Please circle date

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 57 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. ASSESSOR MARKING SHEET

STUDENT NAME

ASSESSOR NAME DATE

Please circle Y, N, or NA to indicate if clinical skill has been achieved. Maximum Time: 15minutes Assessment

1. Y N NA Introduce yourself to the client  Student must give name and designation 2. Y N NA Determine client identification  By asking the person by sighting photo, name on door  Access relevant documentation  Must sight order for the person what chart? 3. Y N NA Determines the clients’ capacity to communicate and assist you. Y N NA  Y N NA Ask clients if they can help you Y N NA  Y N NA Ask clients if they can understand you  Explains proposed procedure  Must explain to client the steps involved in the transfer 4. Y N NA Planning  Consider hygiene needs.  Washes hands before and after the procedure 5. Y N NA Organises equipment and/or personnel  Checks brakes are on  Checks height of bed  If scenario requires it, call another member of staff to assist

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 58 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point.  Determines what equipment is needed and Obtain same eg, side board, slide sheet, Hoist  Prepare environment  Closes window  Moves obstacles 6. Y N NA Prepare client and ensure privacy  Closes curtains  Arranges client’s clothing 7. Y N NA Implementation  Instructs personnel and client at each transfer stage Communicates with client at each stage of transfer  Explains nursing procedures clearly  Adheres to kinetic lifting and transferring principals  Feet apart, face in direction of the lift, back straight  Bend at knees 8 Terminates encounter suitably Y N NA  Confirms comfort and satisfaction before leaving Evaluates own body mechanics and safety  Reflects on performance of transfer  Question client re comfort

Underpinning Knowledge:  What readings are always recorded?  What changes would you report and to whom?  Is there anything further you would need to know from this scenario?  What knowledge do you need to review to perform this scenario well?

Student Comment:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 59 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessor’s comment:

Attempt One Attempt Two Final Attempt

Please Circle: Competent/Not yet Competent/Not yet Competent/Not yet competent competent competent

Student signature & date: Student signature & date: Student signature & date:

Assessor’s Signature & Assessor’s Signature & Assessor’s Signature Date: Date: & Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 60 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support (Aged Care) level Certificate IV Aging Support TAFE Course Number CHC33015 CHC43015 Unit of Competency Name Provide support to people living with dementia Unit Code CHCAGE005 A1 written case scenario question Name of Task Version 1 and answer DATE DUE

Learner Student Name No. Student Signature Date Submitted INSTRUCTIONS TO STUDENT:

Complete the written assessment and submit it to your teacher for marking.

1. Read the scenario and care plan 2. Read each question carefully. 3. Complete all the questions 4. Use a pen, not a pencil to answer the questions. 5. Write your answers clearly. 6. Feedback will be provided after completion of the assessment.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 61 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Read all information provided in the scenario and Care Plan before answering questions Scenario Max has advanced Parkinson’s disease. He requires a wheelchair and assistance to mobilise. He was diagnosed with progressing dementia six (6) months ago following changes in his behaviour. Max has some long term memory loss and is confused. He now experiences visual hallucinations, sleepiness during the day and also becomes agitated and resistive when you and his wife Ruby try to help him. You have become increasingly concerned about Max’s behaviour. Ruby his wife and family are finding it increasingly difficult to spend quality time with him. Behaviour Care Plan

Client’s Name : Mr. Max Callan Date: 29.12.09

Assessment Goals Intervention/Actions Visual hallucinations Reduce the impact of  Approach calmly Trigger: hallucinations  Reassure and take time/do not rush Max  Use eye contact Sleepiness during the day Prevent sleeping in the day  Follow Max’s recommended routine including Trigger: providing meaningful activities, exercise and social interaction  Ensure Max is eating and drinking all meals and offer him extra fluids throughout the day  Monitor Max during the day and discourage daytime sleeps  Provide a calm, warm and dark room for sleeping at night Agitation Minimise agitation  Record behaviour using behaviour chart Trigger:  Approach calmly  Use simple language  Report any changes  Allow time for Max to respond

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 62 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. 1. What is Parkinson’s disease dementia? (2 marks)

2. List five (5) signs and symptoms a person who has dementia might demonstrate (5 marks)

3. Explain the principles of person centred care (2 marks)

4. How do you apply these principles of person centred care when caring for Max? (2 marks)

5. There are many factors that may trigger Max’s behavior. List two (2) examples for each of the following factors that may trigger his behavior (8 marks)

a) Physical b) Social c) Emotional d) Environmental e) Explain how Max’s dementia impacts on his wife and family (2 marks)

6. a.1. What is reality therapy? (1 mark) a.2. How could you use this for Max? (1 mark) b.1. What is validation therapy? (1 mark) b.2. How could you use this for Max? (1 mark) c.1. What is reminiscence? (1 mark) c.2. How could you use this for Max? (1 mark)

7. What are two (2) actions that you could take to help Max maintain his independence? (2 marks)

8. What are two (2) ways that you could find out about Max’s cultural likes and dislikes so you can help promote happy memories for him? ( 2 marks)

9. What are two (2) communication difficulties that Max may have? ( 2 marks) List two (2) actions you would take to improve communication with Max (2 marks)

10. When you are showering Max you notice he has a number of bruises on his left upper arm. a. What are two (2) actions that you MUST take? (2 marks)

11. What are behaviours of concern? (2 marks)

Refer to Max’s care plan attached to answer the following questions 12. List Max’s behaviours of concern (3 marks)

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 63 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. 13. Identify possible triggers for each of the behaviours you listed in the question above and update care plan (3 marks)

14. What are three (3) goals would you expect to achieve when you follow Max’s care plan? (3 marks) 15. What are two (2) actions that you would take if you notice that an interventions in the care plan is not working? (2 marks

Behaviour Care Plan

Client’s Name : Mr. Max Callan

Behaviour Trigger

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 64 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level Certificate IV Ageing Support CHC33015 TAFE Course Number CHC43015 Provide support to people living with dementia Unit of Competency Name Support relationships with carers and families

Unit Code CHCAGE005 co assessed CHCCCS025 Name of Task A3 Role Play and College Display Version 1 DATE DUE TOPIC:

Student Name Learner No. Signature

It is essential students find a resource of services available in the community. A full reference list MUST be available to review at your display.

Signed: Date:

PART 1 College DISPLAY 1 Each group is to choose a topic from the following: 1. Alzheimer’s disease 2. Vascular or multi infarct 3. Lewy Bodies 4. Korsakov Syndrome Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2016/01/06 Personal & Community section Bankstown TAFE. Page 65 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. 5. Fronto-temporal lobar degeneration/ Pick’s Disease 6. Huntington’s 7. Parkinson’s 8. Younger onset Dementia 9. 2 In your research of your chosen topic, identify at least 5 symptoms of the disease and the behavioural, psychological symptoms associated with your topic on the person and on the carers and their family. 3 Provide information on strategies to resolve or manage any potential impact these symptoms will have on the person with dementia and in particular on their family, carers and significant others. 4 Provide information on relevant activities which may enhance self-esteem and pleasure in the person life and that may assist the family in helping their family member who has dementia.

PART 2 DEMONSTRATON ( Your teacher will discuss with you when you will do your demonstration) Each group will develop an activity for a clients diagnosed with DEMENTIA or a significant DISABILITY and Choose a behaviour from the following list of behaviours and demonstrate in their activity how this behaviour can be modified or the person can be engaged with the activity. You will demonstrate this activity when asked by the teacher on the day of the display and perform this with other students on the day. Your activity should take about 15 minutes. 1. Sleeplessness 2. Repetitive Action 3. Wanting to go home 4. Using abusive language 5. Inappropriate sexual behaviour 6. Stealing 7. Wandering 8. Being destructive 9. other please discuss with your teacher. In your planning you will: 1. Identify the triggers for this behaviour 2. Plan a response 3. Implement the response safely 4. Explain why communication can become increasingly difficult with a client who has dementia.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2016/01/06 Personal & Community section Bankstown TAFE. Page 66 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. MARKING SCHEDULE

1. Evidence of students working in a team Satisfactory/Not satisfactory 2. Appropriate communication identified within the team Satisfactory/Not satisfactory 3. Students visual displays and information booths appropriate for assessment Satisfactory/Not satisfactory 4. .All team members participated in erecting & dismantling of displays Satisfactory/Not satisfactory Materials displayed showed innovation and were interactive 5. Satisfactory/Not satisfactory

Display included information on dementia and where to access this 6. Satisfactory/Not satisfactory information 7. Full reference list on display Satisfactory/Not satisfactory

8. Students actively participated in questioning and demonstrating their activity Satisfactory/Not satisfactory ACTIVITY #:

ACTIVITY a) Students identified the trigger for the behavior of concern

b) Students showed they were able to respond Satisfactory/Not satisfactory Satisfactory/Not satisfactory Satisfactory/Not satisfactory c) Demonstrated implementation of their response safely Satisfactory/Not satisfactory

d) Explained clearly communication techniques when caring for people with Dementia.

9 Full uniform with identification displayed Satisfactory/Not satisfactory

Teacher feedback:

Overall achievement Satisfactory/Not satisfactory

Teacher signature:

Student Feedback: Student Signature:

Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level CHC33015 TAFE Course Number Unit of Competency Name Provide individualised Support Unit Code CHCCCS015 Name of Task A1 Individualised Care plan Version 1

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2016/01/06 Personal & Community section Bankstown TAFE. Page 67 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. DATE DUE Student Name Learner No. Signature

INSTRUCTIONS TO STUDENT: Complete the service delivery care plan on the form provided based on the case study below Mrs. Sarah Henderson was born on 08 August 1918, Room 3A. Mrs Henderson can mobilise short distances with the assistance of a rollator frame. She tires easily and needs support x 1 staff getting from a sitting to a standing position.

She spends most of her time resting in bed. Mrs. Henderson needs some assistance with daily tasks such as dressing, showering, grooming and eating. Mrs. Henderson is currently stating she has pain in (L) knee. Her local medical officer is Dr Smart and her health record number is 10764311. a) Identify and list 2 actual problems (current problems) and list strategies to meet Mrs. Henderson’s care needs

b) Identify 2 potential problems (problems which may occur) in relation to Mrs. Henderson’s care needs

Signed: Date:

CARE PLAN Residents Last Name: First Name DOB: Identifier Where located: Dr:

Actual (Identified) problem Goals Strategies (interventions)

1. 1. 1.

2. 2. 2.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2016/01/06 Personal & Community section Bankstown TAFE. Page 68 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Potential problems Goals Strategies (interventions) 1. 1. 1.

2. 2. 2.

Name and Designation: ______Signature: ______Date: ______

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2016/01/06 Personal & Community section Bankstown TAFE. Page 69 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Evidence Guide & feedback

(Two) 2 Actual problems and potential problems identified that reflect the case 1. Satisfactory/Not satisfactory study

Satisfactory/Not satisfactory 2. Strategies identified in care plan were comprehensive and appropriate

Note: Care plan follows organisational protocols and is completed to the standard expected in the workplace. E.g. care plan clear, concise and factual. Appropriate health terminology Satisfactory/Not satisfactory and abbreviations utilised

Clients name, date of birth, record number doctors name clearly identified 3. Satisfactory/Not satisfactory

4. Name, signature, designation and date noted on care plan Satisfactory/Not satisfactory Teacher feedback: Overall achievement

Satisfactory/Not satisfactory

Teacher signature: If not satisfactory student will be required to resubmit.

Student Feedback:

Student Signature:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 70 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015

Unit of Competency Name CHCCCS015 co-assessed CHCAGE005 Provide Individualised support (Element 3 & 4) Unit Code Provide support to people living with dementia

Interactive Care plan & completion of Version 1 Name of Task documentation Time allocated for this 90 minutes per group assessment Student Names Date Submitted

INSTRUCTIONS TO STUDENT: 1. This is an open book assessment. 2. Flash drive to be handed to your teacher following the assessment. 3. Please remember to save your work as you go 4. All members of the group are to sign this cover sheet 5. There are three parts to the assessment. Part A, Part B and Part C 6. Students will be divided into groups of three (3) your teacher will assign groups 7. Please select the following for your group: a)Team leader: b)Writer: c)Reader 8. Students will be given a flash drive with the following instructions:  Follow the prompts on the interactive program presented on the flash drive  Choose one Goal from a chosen scenario and document the Goal onto the care plan  Choose the appropriate intervention/implementation that relates to your chosen Goal and document on care plan  Complete the evaluation/outcome from your chosen scenario on to your care plan Part B : Identify behaviour’s of concern 9. In groups of three (3) read the case study provided and complete the behaviour monitoring chart provided. 10. Evaluate the interventions and document the outcome 11. Complete the questions “Management of the incident” handout Part C Documentation 1. Complete a progress note from scenario five (5) 2. Complete the true/false questions handout Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Signed: Writer Signed: Reader Date: Signed: Team leader Results files under team leader

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 71 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. PROGRESS NOTE First name: LAST Name: LOCATION:

Medical Diagnosis: Allergies: D.O.B:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 72 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. LAST Name: First Name Date of Birth: Identifier Dr:

Strategies (interventions) Actual (Identified) problem Goals

1. 1. 1.

2. 2. 2.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 73 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF level Certificate III Individual Support TAFE Course Number CHC33015 CHCCCS015 co assessed with CHCCCS025, Unit of Competency Name CHCLEG001 Provide Individualised support Unit Code Support relationships with Carers and families Work Legally and Ethically Interactive Care plan & completion of Name of Task Version 1 documentation Time allocated for this assessment WORK PLACEMENT Co assessment Student Name Date Submitted

INSTRUCTIONS TO STUDENT: This assessment will cover 1. Determining support needs 2. Providing support services 3. Monitoring support activities 4. Completion of the report process and required documentation Students must submit their own work and where other sources have been used to support evidence references must be provided refer to APA referencing. Assessment task can either be typed or hand written if hand written must be legible. Submission can be hand submitted and a cover sheet must accompany submitted assessment. Prior to submitting your assessment make sure you have referred to the marking criteria This assessment is to be done in the workplace. For three (3) clients in the workplace environment. The clients selected to complete this assessment must have more than one (1) presenting issue (of complex nature) in addition to basic needs.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 74 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Task one Complete the questions based on three clients in your work place. Ensure that confidentiality is maintained at all times when answering the questions. During your work placement discuss with your supervisor suitable people you could complete this assessment. Obtain consent form the person you will be interviewing and assessing. This will have been discussed with you by your class room teacher. Consult with your supervisor and work place teacher prior to completing this assessment.

You are to assess three clients/residents you have worked with in the work place to describe the following: 1- How the person centred plan assisted in the development of independence and empowered the client? 2- How you supported the person to attain their goals (include how you involved other relevant people). 3- The support practices recognised to effectively assist the people who are aging or require care to attain their goals. How did you determine the goals were appropriate? 4- The relevant legal and ethically considerations when working with your three clients to assist attainment of empowerment. 5- Provide at least three (3) examples of when the person exercised their rights and how this was achieved in your work place. Speak with your work colleagues and ask them what other examples they have experienced.

TASK 2 1- Using a person centred approach describe the needs, dreams, aspirations and wants for all three of your chosen residents you have cared for. 2- Who are the key stakeholders in the persons centred planning approach. Include what their roles are in the individual plan. You may put this in a table format. 3- What are the accessible resources available to the clients(s)? 4- How are additional resources sourced for the client(s) to meet their individual plan?

5- What are the associated risks with the client(s) goals and strategies to meet their individual plan and how are these risks managed? 6- What are the legal and ethical considerations in developing, implementing and evaluating each client(s) individual plan? 7- What mechanisms are put in place to meet the unmet needs for each person? 8- How are unmet needs identified? 9- Describe the capacity to incorporate learning opportunities into the individual plan? 10- Identify the complex needs/issues for the client such as psychological, physical, emotional, medical issues. 11- What formal and/or informal assessment approaches are/were used? 12-

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 75 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. MARKING GUIDE S/NS COMMENTS

1 Three people described. How the person centred plan assisted in the development of independence and empowered the client?

2 How you supported the person to attain their goals (include how you involved other relevant people).

3 The support practices recognised to effectively assist the people to attain their goals

4 The relevant legal and ethically considerations when working to assist attainment of empowerment.

5 Examples of when the person exercised their rights through recognised method in the sector.

6 Table of Stakeholders and Resources and possible other resources

7 Individualised plan (this can be your own design or facility copy) Unmet needs, risks Must be your own work 8 Complex needs identified as psychological, physical, emotional, medical issues. 9 Learning opportunities identified 1 Identified formal and Informal approaches 0 1 What are the legal and ethical considerations in developing, 1 implementing and evaluating each client(s) individual plan

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 76 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Name: Individualised Care Plan First Name Date of Birth: Dr:

MECHANISM (Strategies or UNMET NEEDS RISKS Goals associated with RISKS interventions ) 1 1. 1. 1.

2 2. 2. 2.

3 3 3 3

EXAMPLE

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 77 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Support Independence and wellbeing Unit of Competency Name Unit Code CHCCS023 A1 Leisure Activity and Name of Task Version 1 Presentation DATE DUE post work placement

INSTRUCTIONS TO STUDENT: TASK THREE GROUP( to be co assessed and demonstrated in the class room following work placement For each person you interviewed in TASK 1 you are required to develop an activity to meet a needs based goal and a skills development need. All the relevant strategies to be used to attain the goals need to be recorded. Included should be all the resources and responsibilities of the key stake holders. Relevant review mechanisms and timeframes for each goal should be recorded. The legal and ethical requirements according to workplace policy and procedures must be adhered to when writing the three small individual plans for the three clients.

Signed: Date:

LEISURE ACTIVITY

Instructions:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 78 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Plan and implement a leisure or social activity that meets the individual needs of all the people you interviewed in TASK 1. 1 As this is a group exercise you will as a team decide what activity you will prepare and Actually perform the activity demonstrating your skills required to interact with your clients through communication strategies, appropriate choice of activity, minimising the impact of behaviours of concern, applying a person centre approach within a group environment. Your activity should further demonstrate your awareness of the need for socialisation, promotion of good health, modifying activities to suit physical conditions, enhance self esteem and client confidence. Where possible recognising and accommodating clients cultural and spiritual religious needs and expression of sexuality within a suitable environment.

2 This activity will be implemented in class by the group and should be no more than 20 minutes in length. You may work in groups of up to four (4). State what each member’s role is in the group. Due to time constraints your role play should simulate the START, MIDDLE and END of the activity you have chosen.

3 You may use your class colleagues to simulate the activity; they may represent your person with dementia, a blind person, wheelchair bound etc . At the beginning of your role play make sure you brief each person on their character.

4 Prior to commencing your activity Provide a 1 page summary outline of your activity in point form a) What the activity is stimulating eg physical, social and cognitive development. b) Resources/ support required to assist the older people to participate in this activity; c) What are the benefits for older person participating in this activity;

5 Following the activity, a verbal presentation by the group will be conducted addressing the following points to the class:

 Why you have chosen this activity and how does this activity impact on the residents emotional and psychological wellbeing?  How does this activity stimulate physical, social and cognitive development?  What additional resources/ support may be necessary to assist the older people to participate in this activity?  What would you do if the resident did not want to participate?  How could you modify the activity to suit the needs of individuals?  What other benefits are there to the older person participating in this activity?  After the residents have participated in activities what things might be important to document?  What would you do to support the older person’s emotional wellbeing if you became aware that they were distressed?  How would you support the resident to create a safe, comfortable and suitable environment for their needs and preferences?  In the activity you have chosen how could you involve family members and community networks?  Prior to the older person participating in group activities what are some things that are important to be aware of in relation to their culture, expression of identity , their sexuality and disability?.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 79 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point.  What would you do if you were aware of a residents unmet sexuality and identity?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 80 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. PART B GROUP WRITTEN SUMMARY In your written summary please include how you have promoted good health to suit physical conditions, enhanced self esteem and client confidence and security. Report on if this was a person in your care who would you report changes in the persons ability to participate and where would document this. What would you put in place to record future changes or modifications in care or impairments? Justify why you altered the activity for a person whose impairment impacted on their inclusion in your activity

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 81 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Evidence Guide & feedback 1. Chosen activity identified Satisfactory/Not satisfactory Identifies activities that stimulate physical, social and cognitive 2. Satisfactory/Not satisfactory development. 3. Identified additional resources/ support required to assist the older people to Satisfactory/Not satisfactory participate in this activity; 4. Strategies implemented when a resident did not want to participate Satisfactory/Not satisfactory 5. Modify the activity to suit needs of individuals Satisfactory/Not satisfactory 6. Identifies the benefits for older person participating in this activity; Satisfactory/Not satisfactory 7. Identifies the areas where documentation required Satisfactory/Not satisfactory 8. Identified environmental issues important to activities Satisfactory/Not satisfactory 9. Identified areas in the activity where family are able to participate Satisfactory/Not satisfactory

10. Identified critical aspects prior to residents participating in Satisfactory/Not satisfactory group activities

Teacher feedback:

Teacher signature:

Student Feedback: Student Signature: 1.

2. Student Signature:

3, Student Signature:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 82 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Qualification Name and AQF Certificate III Individual support level Certificate IV Aging Support CHC33015 TAFE Course Number CHC43015 Unit of Competency Name Recognise Healthy Body Systems Unit Code HLTAAP001 Name of Task Assessment 2 SPOT TEST Version 1 DUE DATE

Learner Student Name # Date Submitted Student Signature Teacher Signature

INSTRUCTIONS TO STUDENT: Complete your cover sheet prior to commencing this assessment. This assessment is individual, all work is to be students own work. Each student will have Two (2) minute at each work station. You will be instructed to move on by teachers in a clockwise direction. At completion of each station you will have five (5) minutes to revisit stations. You will have 40 minutes to complete your assessment in the classroom using your text book or class notes. Please hand your answer sheet with your Cover sheet to the teacher when directed. A coloured Spot or Arrow will mark each organ, material or object the station questions relate to. Student Feedback on Assessment Student’s comment: Would you like to make any comments about this assessment?

Signed: Date: Satisfactory Unsatisfactory

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 83 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. HLTAAP001 SPOT TEST Read your instructions. Station One Name the organ:

Names its main function

Name a disease associated with this organ

Station Two What type of Catheter is being used?

What is the function of the catheter

What organ is being assisted

Station Three Name the organ:

Station Four Name Three(3) conditions associated with 1 this organ 2

Station Five Name this organ If a person was having difficulty swallowing what is the name of the Specialist who would be able to assess swallowing and assist you in your work place.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 84 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Station Six The Skin has a vital role as a protective coating. Name 3 more functions of the skin 1 2 3

Station Seven Name the organ:

Station Eight Name the organ:

Station Nine Name the organ:

Station Ten What is the first procedure you must follow when working in a clinical setting?

WELL DONE

Assessment Cover Sheet Qualification Name and AQF level Certificate III Individual Support TAFE Course Number CHC33015 Unit of Competency Name Support relationships with Carers and Families

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 85 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Unit Code CHCCCS025 Name of Task A2 Written assignment Version 1 DUE DATE Following work placement

Student Name Student Number Date Submitted

Read the following scenario and answer questions. Students must submit their own work and where other sources have been used to support evidence Submission must have a cover sheet must accompany submitted assessment.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 86 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Case study

Janice is a 70 year old lady who has been having some problems with her memory. Janice has been having difficulty recalling recent events, often ‘loses things’ and has had trouble keeping up with her activities of daily living. Janice often forgets if she has a medical appointment or has been turning up to appointments on the wrong date. Janice has appeared withdrawn and has been refusing to go out of the house although she has previously enjoyed this. Janice has NOT been able to maintain her housework and on 2 (two) occasions become lost while doing her shopping in the last 2 months. She lives alone after losing her husband t wo ( 2 ) years ago. Janice has always been a very independent woman who has lived all her life in the same community. Up until recently she has been active in her community, she has enjoyed going to bingo and was a member of the country women’s association for many years. Janice has 3 children, her daughter Donna lives 200 kilometers away and her other two ( 2) children Samantha and Barry live in Queensland. The family is close and supportive of each other although they live a distance apart. After consulting with Samantha and Barry, Donna took Janice to the GP who suspects Janice is in the early stages of Alzheimer’s disease. Donna is concerned about her mother and is worried that she can no longer stay home on her own. After discussions with her husband Gary and her other siblings, they have agreed for Janice to move in with Donna and Gary. Donna works part time every Thursday and Friday. Gary leaves the house early in the morning and returns home late in the evening. Gary travels interstate and internationally at regular intervals with his work. Donna and Gary have 3 children who are aged 15, 12 and 11. Donna is anxious about how Janice is going to ‘fit in’ with her family and the current pressures of work, finances and family.

Please answer the following based on the case study above Part A a) Make a list of the family relationships that are relevant to the support needs of Janice. b) Identify two (2) issues that Donna may experience in her ‘carer’ role for Janice? c) Identify two (2) kinds of support that Donna may need to organise to provide to Janice immediately? d) Identify two (2) support services that may be able to assist Donna in her carer ‘s role?. e) Identify one (1) service that may be able to assist Donna with the financial strain of caring for her mother? f) Identify and briefly discuss one (1) relevant legislation that is important when considering the role of the care? g) Briefly discuss how confidentiality and privacy impact on the role of the carer?

Donna contacts a support service who can contribute information and recommendations to help her plan for the caring needs of Janice. A support worker Joan, comes to interview Donna so a suitable strengths based individual care plan can be developed. Within the interview Joan also emphasises the need for Donna to include in the care plan ways to achieve a positive lifestyle for herself. Donna agrees and discloses to Joan that sometimes she feels tired and that she needs ‘a little time off for herself’ and that she hasn’t been able to do this

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 87 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Part B

a) List the people who should become involved in contributing to this planning process and why each of them should contribute? b) What is meant by creating an’ individualised care plan? c) Describe the different elements that need to be covered within the care plan to ensure it is holistic? d) Give two (2) examples from the case study of ‘strengths based’ care solutions? e) What options that may able to assist Donna in achieving her goal of having a little more time for herself?

Over time, Janice’s condition worsens and Donna finds her mother is requiring more intensive care at home. Janice’s behaviour is become more demanding and occasionally aggressive, she is refusing to shower and has been wandering throughout the house looking for ways to ‘escape’. She has been wandering in and out of the children’s bedrooms in the night time. Janice has become more forgetful and has been occasionally incontinent. Things are becoming increasingly tense between Donna, Janice and her family. Donna has been more snappy and frustrated with Janice and has been having trouble sleeping at night. Donna contacts Joan for help and support. Joan decides a reassessment of the care plan needs to take place.

a) Identify the key changes in the case study that may indicate the risk of the relationship breaking down? b) Describe 3 services/ supports or options that Joan could include in the updated care plan to support Donna and Janice?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 88 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. STUDENT NAME Feedback and Marking Criteria 1. Make a list of the family relationships and dynamics relevant to S/NYS the support needs of Janice. 2. What issues may Donna experience in her caring role for Janice? S/NYS

3. What kind of support may Donna need to provide to Janice now? S/NYS 4. Identify 4 support services that may be able to assist Donna in her S/NYS carer role?. 5. Identify services that may be able to assist Donna with the financial S/NYS strain of caring for her mother? 6. What legislation is important when considering the role of the carer? S/NYS

7. How does confidentiality and privacy impact on the role of the carer? S/NYS

8. List the people who should become involved in contributing to this S/NYS planning process and why each of them should contribute?

9. What is meant by creating an’ individualised care plan?. S/NYS 10. Describe the different elements that need to be covered within the S/NYS care plan to ensure it is holistic? 11. Give two (2) examples from the case study of ‘strengths based’ care S/NYS solutions? 12. What options that may able to assist Donna in achieving her goal of S/NYS having a little more time for herself? 13. Identify the key changes in the case study that may indicate the S/NYS risk of the relationship breaking down? 14. Describe 3 services/ supports or options that Joan could include in S/NYS the updated care plan to support Donna and Janice?

Overall Result Comments

Student signature: S/NYS

Assessors signature:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 89 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point.

Assessment Cover Sheet Qualification Name and AQF Certificate III Individual Support level TAFE Course Number CHC33015 Unit of Competency Name Facilitate the empowerment of older people Unit Code CHCAGE001 Name of Task A1 Written assignment Version 1 DUE DATE

Student Name Student Number Date Submitted

INSTRUCTIONS TO STUDENT: Read the following scenario and answer questions. Students must submit their own work and where other sources have been used to support evidence Submission must have a cover sheet must accompany submitted assessment.

Signed: Date:

1 Imagine you have a work role in the community as a support worker for older clients and/or clients with disability.

2 You have just read the following case note for Mrs Chandra 70 years, who receives in-home care twice weekly. 3 The following note was written by a care worker 4 You are to consider what action you should take to best support Mrs Chandra. (E3)

CASE NOTE SCENARIO “Mrs Chandra appeared quite confused today during my visit. She had not remembered that I was coming, and demonstrated some difficulties with short-term memory and sequencing of tasks. Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 90 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. She was not dressed when I arrived and appeared as if she had not showered for several days. She was quite odorous and her hair was not brushed. This is unusual for Mrs Chandra as she is usually well presented and takes pride in her appearance. She stated that her husband would be back soon from the shops but he passed away about 3 years ago. She stated that she has not seen her daughter for a week who usually calls in to help her. She was unable to successfully make herself a cup of tea and required assistance to organise the steps into order. I intervened, as I had concerns for her physical safety and I made a cup tea for her. She could not recall if she had taken her medication this morning and could not tell me what she had eaten for breakfast. We had a cup of tea and a chat, and then went for a short walk around her garden. She fatigued quickly and was content to return inside and listen while I read aloud to her from a book of poems from her bookshelf.” 1.(E1.1, 1.2,4.5) What stage of life or condition is Mrs Chandra likely to be at? 2. (E4.3, 4.4 ) Provide at least four factors that may be affecting Mrs Chandra’s appearance and behaviour. 3.(E1.2 1.4) Describe how the changes in Mrs Chandra’s Social, Biological and Psychological status has affected her quality of life. 4. (E2.1,2.2,3.2,4.4)Describe 5 services that you could recommend to assist or support Mrs Chandra to maintain her quality of life whilst meeting your duty of care and her preferences.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 91 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Evidence Guide & feedback

9. Evidence of students working in a team Satisfactory/Not satisfactory 10. Appropriate communication identified within the team Satisfactory/Not satisfactory 11. Students visual displays and information booths appropriate for assessment Satisfactory/Not satisfactory 12. .All team members participated in erecting & dismantling of displays Satisfactory/Not satisfactory Materials displayed showed innovation and were interactive 13. Satisfactory/Not satisfactory

Display included information on dementia and where to access this 14. Satisfactory/Not satisfactory information 15. Full reference list provided to your class teacher Satisfactory/Not satisfactory

16. Students actively participated in questioning Satisfactory/Not satisfactory

10 Full uniform with identification displayed Satisfactory/Not satisfactory

Teacher feedback:

Teacher signature:

Student Signature: Student Feedback: 1.

Student Signature: 2.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 92 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Certificate III Individual Support Qualification Name and AQF level Certificate IV Ageing support TAFE Course Number CHC33015 CHC43015 Facilitate the empowerment of older people co assessed Unit of Competency Name Support independence and wellbeing Unit Code CHCAGE001 CHCCCS023 Name of task A2 Role play and summary Version 1 DUE DATE

Student Name Student Number NAMES of students in Group

INSTRUCTIONS TO STUDENT: In Groups of 3 you will develop and demonstrate a role play as described below. One of your group is required to be a narrator. Each role play should be 15 to 20 minutes in length.

A written summary of your role play must be submitted at the conclusion of the class .

In your written summary please include how you have promoted good health to suit physical conditions, enhanced self esteem and client confidence and security.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 93 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. ROLE PLAY 1. In groups of 3 you will demonstrate a role play of possible individual differences that may occur in people who are aging. 2. The behaviour of the individuals in a private setting may differ in an environment that is not familiar to them. You will need to describe the activity that the person maybe engaged in. 3. Please demonstrate in your role play one of the behaviours listed below. 4. Develop some strategies and opportunities of how you would ensure individuality and maintaining independence without imposing on another persons’ wellbeing using available support when required. 5. In your group one (1) person is to narrate to the audience whilst the role play is being performed by your other group members. The narrator can be interchanged. 6. Your role play is to demonstrate individual strengths, needs, respect and expression of identity . 7. Demonstrate in your role play support for physical, emotional, psychological and sexual wellbeing. 8. Perform the role play demonstrating the skills required to interact with the person through positive and supportive communication strategies, minimising the impact of behaviours of concern, applying a person centred approach in a model of consumer directed care. 9. If this was a person in your care who would you report it to and where would document it. What would you put in place to record future behaviour?

The chosen activity that you are referring to needs to be described by your narrator.

Behaviours  Inappropriate sexual behaviour eg pinching a workers “bottom” when their back is turned;  Urinating in a vase;  A person who in one to one conversation is pleasant but when in a group situation uses abusive language eg swear words.  Self harm eg hitting themselves, biting  Collecting items and hoarding eg their food and hiding it.

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 94 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Certificate IV Aging support Qualification Name and AQF Certificate III Individual Support level CertIV Disability Course Number CHC43015 CHC33015 CHC43115 Unit of Competency Name Facilitate the interests and rights of clients Unit Code CHCADV001 Assessment 1 DVD Question and Name of Task Version 1 Answer DATE DUE

1. Watch DVD Locked in syndrome 2. Read each question carefully. 3. Complete all the questions 4. Type single space and upload soft copy to Moodle or hand in hard copy 5. Use referencing to resources you use. 6. Feedback will be provided after completion of the assessment.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 95 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Question and Answer

# Element Questions 1 In your own words, explain your understanding of the term advocacy.

2 3.5 In this short film Maree discusses her life with ‘Locked in syndrome’. List three (3) persons and or groups of people that she identifies as her advocates. Give examples of formal and Informal support. 3 3.4, Identify 3 ways that Maree career’s advocate for her. If Maree wished to make a All 4.0 complaint about her physical therapist list the process you would put in place for Maree. 4 What is the name for the specialised communication system used by Maree nad her family/carers?

5 Maree also communicates some other ways. List one (1) other method that you have observed that allows Maree to show her feelings (emotions).

6 2.2,3. List three (3) communication strategies you could use to advocate on Maree’s 1 behalf if you were employed in the role of carer.

7 3.2 Who is Maree’s primary carer?

8 5.3 Briefly outline the emotional impact that Maree’s condition had on her primary carers/significant other(eg family) when they realised she had ‘locked in syndrome”

9 1.5,2. In your own words, discuss your understanding off Maree’s statement “I also 1,5.3 function just like any other woman in every way. I cry, I laugh. I cough, I try to talk every day, I get angry, sad and uptight”

10 1.1 Who is responsible for authorising release of information on Maree’s behalf?

11 1.2,4. a How would you gain or gather information that will support you in caring for 1 Maree? b List two (2) organisations that you could contact to assist you caring for Maree. 12 2.5 Identify three (3) ways of ensuring that information related to Maree’s care is kept confidential. 13 4.3 List three (3) health professionals that are likely to be involved in caring for Maree. What additional support do they provide? 14 1.3,5 Identify two (2) strengths of Maree’s that enables her to maintain her quality of life .1 15 Identify two of Peters (Maree’s husband) strengths

16 1.4,1 In your own words, discuss your understanding of person- centred care and how this is .5,2. demonstrated in relation to Maree’s care. 4 17 2.3 List five (5) advocacy agencies that are located in New South Wales (NSW) and identify 2.4 potential issues to accessing links to these resources. 18 3.3 If Maree was your client and your links were no longer available what is in place so that 3.4 there is no harm to Maree. Identify situations and services and the risk of these services 5.2 not being available. What strategies would you put in place?

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 96 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 97 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Assessment Cover Sheet Certificate IV Aging support Qualification Name and AQF Certificate III Individual Support level CertIV Disability Course Number CHC43015 CHC33015 CHC43115 Unit of Competency Name Facilitate the interests and rights of clients Unit Code CHCADV001 Assessment 2 Question and Name of Task Version 1 Answer DATE DUE

7. Watch the DVD Arthurs Story and answer the following questions. 8. Read each question carefully. 9. Complete all the questions 10. Plan a care plan for Arthur. 11. Type single space and upload soft copy to Moodle or hand in hard copy 12. Use referencing to resources you use. 13. Feedback will be provided after completion of the assessment.

Signed: Date:

Assessments CHC33015 and CHC43015 BOOK 1 Version 1 2017 Feb Personal & Community section Bankstown TAFE. Page 98 of 100 Disclaimer: Printed copies of this document are regarded as uncontrolled the original version is on share point. Activity 1

Question and Answer

# Element Questions 1 3 Define advocacy.

2 1-3 List a minimum of 5 reason why a person may need an advocate. 3 1-3 Describe at least 3 ways in which an age care worker can be an advocate 4 1-3 Describe how the ”Standards and Guidelines for Residential Aged Care “ assist a carer being an advocate. 5 2 What is the role of the guardianship Tribunal

Activity 2 Read the following scenarios. For each scenario answer the following questions E1-3 1. Describe what type of advocacy you would use and why you would chose that type of advocacy? 2. Describe steps you would take in advocating your client and why 3. What conflicts of interest or ethical issues could arise and how would you deal with these issues? 4. What legal issues eg confidentiality could you encounter?

Scenario 1 Mr Jones has been having trouble sleeping at night. He is now very drowsy and is finding it difficult to stay awake while eating breakfast. He feels that the night nurses have been very noisy of late and is annoyed because he is unable to sleep. Although he is feeling very annoyed he asks you not to tell anyone as he does not want to get the nurses into trouble. Scenario 2 Mr Choi is not happy with the care he is receiving. He feels that he does not have enough privacy and that he is not given enough choices about his care. He has complained to the Director of Nursing three times and he has not had any satisfaction. He asks you for advice on how to have his problems resolved. Scenario 3 Mrs Watson is in need of new clothing and proper shoes. Her closest relative is a niece who has been managing her money. She has not been buying clothes for her Aunt and has been spending the money on herself.