Table of Contents

Table of Contents 2
Instructions to Learner 4
Assessment instructions 4
Assessment – CHCCCS015: Provide individualised support 7
Activities 8
Activity 1A 8
Activity 1B 9
Activity 1C 10
Activity 1D 11
Activity 1E 12
Activity 1A to 1E checklist – for assessor 13
Activity 2A 14
Activity 2B 15
Activity 2C 16
Activity 2D 17
Activity 2E 18
Activity 2F 20
Activity 2G 22
Activity 2H 24
Activity 2I 26
Activity 2A to 2I checklist – for assessor 28
Activity 3A 30
Activity 3B 31
Activity 3C 32
Activity 4A 33
Activity 4B 35
Activity 4C 36
Activity 4D 37
Activity 4E 38
Activity 3A to 4E checklist – for assessor 39
Summative Assessments 40
Knowledge Activity (Q & A) 41
Knowledge Activity Assessor Checklist 43
Supplementary Oral Questions (optional) – for assessor 44

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one’s own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:

A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment.
Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Candidate Details
Assessment – CHCCCS015: Provide individualised support

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: Date:

Activities
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to interpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role.
Activity Consider your role as care worker in implementing individualised plans.

1. List five tasks that you are required to do as part of your role.

2. List five tasks that you are not trained or permitted to do within your role. For each of these tasks, note exactly why you are not permitted to do them.

3. For the five tasks outlined in the previous task, identify who is permitted to do them.

Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to confirm individualised plan details with the person and with family and carers when appropriate.
Activity 1. What is an individualised plan?

2. Summarise the following:

 Person-centred practice
 Strengths-based practice
 Active support.

3. Why is it important to develop and confirm an individualised care plan with the client?

Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure the person is aware of their rights and complaints procedures.
Activity 1. It is essential that ensure that your clients are aware of their rights. Considering your own organisation, outline the rights that your clients have.

2. It is also important to ensure that your clients are aware of the complaints procedure. Summarise the complaints procedure that is in place within your own organisation.

3. Why is an effective complaints procedure so important?

Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to work with the person to identify actions and activities that support the individualised plan and promote the person’s independence and rights to make informed decision-making.
Activity 1. Give examples of the actions and activities that can support a client’s individualised plan.

2. Give an example of a time that you have promoted and encouraged the independence of a client.

3. Why is it important to promote and encourage client independence?

4. Give examples of the different decisions that a client has the right to make.

Activity 1E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to prepare for support activities according to the person’s individualised plan, preferences and organisation policies, protocols and procedures.
Activity Explain how organisational policies, procedures and protocols affect the provision of support activities and services in your workplace.

Activity 1A to 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature

Activity 2A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to conduct exchanges with the person in a manner that develops and maintains trust.
Activity Part- A
Write conversation script/ dialogues for the following:

Act out two different types of exchanges that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect.

The exchanges must all be different, such as:

 Morning greeting
 Conversation as you work
 General conversation
 Answering an enquiry.

Part-B
Imagine you are the client now and your carer has done something that would break trust or damage the relationship.

Point out what they did wrong and how it made you feel.

Activity 2B
Estimated Time 20 minutes
Objective To provide you with an opportunity to provide support according to the individualised plan, the person’s preferences and strengths, and organisation policies, protocols and procedures.
Activity Identify a typical aspect of a client’s individualised care plan.

 What is it?
 What are the client’s preferences or strengths regarding this?
 What are the organisational policies and procedures regarding this?
 How are these balanced?

Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to assemble equipment as and when required according to established procedures and the individualised plan.
Activity An elderly client is still living alone in the house they’ve lived in for 40 years. They are getting to the stage where the stairs are difficult to tackle on a daily basis and they have resorted to sleeping in their armchair every now and then. They are not ready to move out of their beloved home into a more practical bungalow. What equipment could help them remain in the home? How would you need to assemble this?

Activity 2D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to respect and include the family and/or carer as part of the support team.
Activity Give examples of the different ways that a client’s family and carer can be included as part of the support team.

Activity 2E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide support according to duty of care and dignity of risk requirements.
Activity 1. What is duty of care?

2. What is dignity of risk?

3. An elderly client is adamant that they want to continue to make their own meals rather than have a worker come in to do it. They have an unsteady hand and have previously burnt and cut themselves. You know that it is unsafe for them to continue making their own meals but need to respect their wishes. What would you do? How would you balance the duty of care requirements with the dignity of risk requirements?

Activity 2F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide assistance to maintain a safe and healthy environment.
Activity 1. Identify three potential workplace hazards.

2. What could happen if these hazards went unnoticed or unreported?

3. How could you rectify these hazards?

Activity 2G
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide assistance to maintain a clean and comfortable environment.
Activity 1. What should a clean environment include?

2. Outline the different ways in which you can maintain a clean environment for your clients.

3. Summarise what a comfortable environment should do/include:

4. A comfortable environment will be individual to the particular client that you are providing care and support for. Give details of a specific time that you altered an environment for a client in order to make them feel comfortable.

Activity 2H
Estimated Time 15 Minutes
Objective To provide you with an opportunity to outline how to respect individual differences to ensure maximum dignity and privacy when providing support.
Activity 1. Define dignity.

2. Define privacy.

3. It is essential to respect clients’ individual differences. Give ten or more examples of the different ways that you can do this to maintain their dignity and privacy whilst providing them with support.

Activity 2I
Estimated Time 20 Minutes
Objective To provide you with an opportunity to seek assistance when it is not possible to provide appropriate support.
Activity Give details of a time during work practice or training when you have had to seek assistance because it was not possible to provide the appropriate support for a client.

 Why was it not possible to provide the appropriate support?
 Who did you seek assistance from and why?

Activity 2A to 2I checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature

Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to monitor own work to ensure the required standard of support is maintained and involve the person in discussions about how support services are meeting their needs and any requirement for change.
Activity 1. Explain how you would monitor your own work to ensure the required standard of support is maintained.

Activity 3B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify aspects of the individualised plan that might need review and discuss with supervisor.
Activity List examples of aspects within an individualised care plan that may need reviewing. Be as specific as you can.

Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to participate in discussion with the person and supervisor in a manner that supports the person’s self determination.
Activity
1. In your own words, define self-determination.

2. How can you ensure that you support your client’s self-determination when in discussion with them and your supervisor?

Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols.
Activity What stipulations or guidance does your organisation provide with regards to client confidentiality and privacy?

Locate this information and summarise it here.

Activity 4B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to comply with the organisation’s informal and formal reporting requirements, including reporting observations to supervisor.
Activity Outline your organisation’s informal and formal reporting requirements.
If there are different requirements for different types of report, outline the different requirements.

Activity 4C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to respond to situations of potential or actual risk within scope of own role and report to supervisor as required.
Activity 1. Give examples of situations of potential or actual risk.

2. Choose three of your examples and explain how you would respond.

3. Consider your own supervisor. How do they like you to report these risks?

Activity 4D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements.
Activity If you identified signs of additional or unmet needs of a client, what would you do? Think about the requirements within your organisation and the relevant confidentiality requirements.

Activity 4E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to complete and know how to maintain documentation according to organisation policy and protocols and store information according to organisation policy and protocols.
Activity 1. Complete a piece of paperwork to your organisation’s standard. You can do this on company forms (if provided) or by writing something in the accepted style (e.g. font, border and headers).

2. Identify as many different types of filing system used in your workplace.

What are they for?

Activity 3A to 4E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Define each of the following terms and give an example for each:

 Person-centred practice
 Strengths-based practice
 Active support.

2. What are the requirements of your role in relation to documenting and reporting support plans and related processes?

3. Describe the roles and responsibilities of each of the following groups in providing support to a client:

 Carers and family
 Person being supported
 Health professionals
 Individual workers
 Supervisors.

4. A service delivery model is a framework of policies, procedures and principles that guides how a service is delivered to clients. What is the service delivery model within your own organisation/sector? What are its principles and its stages?

You may use organisational materials for reference and/or refer to guidelines/graphics etc. that may provide an outline of your organisation/sector’s service delivery model.

5. Write an essay of 500 words that outlines your legal and ethical requirements and how these are applied in an organisation and individual practice. Your essay should cover:

 Privacy, confidentiality and disclosure
 Duty of care
 Dignity of risk
 Human rights
 Discrimination
 Mandatory reporting
 Work role boundaries – responsibilities and limitations.

6. There are a number of factors that may affect a person requiring support. For each of the following factors, give a scenario of how a person requiring support may be affected, both personally, and in relation to their support plan.

 Finances
 Housing
 Relationships
 Mental health
 Bereavement
 Illness
 Career issues.

7. Which practices can you undertake to ensure that you maintain and develop your own work skills? Name at least two.

8. Define ‘unmet needs’ and give an example from your personal work experience with a client. Where this is not possible, give a hypothetical scenario. Ensure that you maintain the anonymity of your clients.

9. What are the risk management procedures that you undertake in your own job role? How do you recognise and respond to risk?

Knowledge Activity Assessor Checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory
Feedback for the learner

I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature