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CHC33015 Certificate III in
Individual Support
Specialising in Home and Community
Home and Community Support Version 1.0 Produced 14 July 2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
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SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 2 © Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
14 July 2016 Version 1 final produced following
assessment validation. 1.0
SA
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 3
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open in
Word, you will need to hold down the Control key while clicking for this to work.
TABLE OF CONTENTS ....................................................................... 3
INSTRUCTIONS ............................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT ........................................ 4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
.................................................................................................... 5
THE DIMENSIONS OF COMPETENCY ................................................... 6
REASONABLE ADJUSTMENT .............................................................. 7
THE UNITS OF COMPETENCY ............................................................ 9
ASSESSMENT REQUIREMENTS......................................................... 10
ASSESSMENT METHODS ................................................................. 15
RESOURCES REQUIRED FOR ASSESSMENT .......................................... 17
ASSESSMENT WORKBOOK COVERSHEET ........................................... 18
KNOWLEDGE ASSESSMENT ............................................................. 19
Part 1: Supporting carers and families .......................................................................... 19 Part 2: Providing home and community support services ........................................... 32
CASE STUDY ................................................................................ 39
Instructions to Assessor ................................................................................................ 39 Instructions to Student .................................................................................................. 39 Introduction to Case Study ............................................................................................ 40
Scenario 1: Charles Darwin comes home ........................................................................................................ 41
Scenario 2: Lisa struggles ................................................................................................................................. 45
WORKBOOK CHECKLIST ................................................................ 50
FEEDBACK ................................................................................... 51
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 4 © Compliant Learning Resources
INSTRUCTIONS
The Written Questions Assessment covers generic underpinning knowledge of basic
terms and concepts relating to the relevant units of competency. These questions are all
in a short answer format. The longer questions requiring creative thought processes are
covered in the case studies assessment. You must answer all questions using your
own words. However, you may reference your learner guide and other online or hard
copy resources to complete this assessment.
Some questions cover processes you would be likely to encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes that are
currently in place in your workplace. If this is not the case, then answer the questions
based on prescribed industry best practice.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in
the workplace.
Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements
and/or units of competency as is feasible at one time.
In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level
required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified
in a training needs analysis.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 5
Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to
support judgement on whether competence has been achieved. Skills and
knowledge (developed either in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence
required by industry, rather than compared with the skills and knowledge of
other learners.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number of
contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired. SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
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o Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the type of
performance that is to be assessed, whether it covers knowledge,
skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is imperative
that enough evidence is gathered to satisfy the requirements that the
learner is competent across all aspects of the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the evidence
relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and not
only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 7
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be closer
to amenities, or installing a particular type of software on a computer for a person with
vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability
have:
the same learning opportunities as learners without a disability
the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and
assessment activities can include:
customising resources and assessment activities within the training package or
accredited course
modifying the presentation medium learner support
use of assistive / adaptive technologies
making information accessible both prior to enrolment and during the course
monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide
Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition
software, alternative keyboards, devices for grasping, visual alert systems, digital note
takers. SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 8 © Compliant Learning Resources
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant Units of
Competency. For example, if the assessment was gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally
would not be a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 9
THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following units of competency from CHC33015 Certificate III in Individual Support:
CHCCCS025 - Support relationships with carers and families
1. Include carers and family members as part of the support team 2. Assess and respond to changes in the care relationship 3. Monitor and promote carer rights, health and well being
CHCHCS001 – Provide home and community support services
1. Determine requirements of individual plan 2. Establish relationship in the home 3. Operate respectfully in the home 4. Complete reporting and documentation
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 10 © Compliant Learning Resources
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
Performance Evidence - describes the subtasks that make up the element of the
unit
Knowledge Evidence - describes the knowledge that must be applied in
understanding the tasks described in the elements
Assessment Conditions - describes the environment and conditions that
assessments must be conducted under
The associated assessment tool in this kit covers all of these components as detailed in
the matrix to follow:
Units of competency
Assessment Activities
CH
CC
CS
02
5
CH
CH
CS
00
1
Written Questions
Case Studies
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 11
CHCCCS025 - Support relationships with carers and families
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.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
Performance evidence:
The candidate 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 candidate has:
1. assessed and responded to the needs of at least 3 different people and their carers
or family members
2. used strengths-based solutions to respond to both routine and unpredictable
problems related to care relationships
Knowledge evidence:
The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the work role. This includes knowledge of:
1. context for caring in Australia:
- carer demographics
- carer support organisations and resources
- attitudes, stereotypes, false beliefs and myths associated with caring
- different pathways into service settings for the person and the implications for
carers, families and friends
2. rights, roles and responsibilities of different people in the care relationship
- the person
- family members
- friends
- support worker SAM
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
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3. impact of the caring role on family, carers and friends
4. different family patterns and structures and their impact on the person
5. life cycle transitions:
- types of transitions
- positive and negative impacts
6. current service delivery philosophy and models:
- basic principles of person-centred practice, strengths-based practice and
active support
- strategies to work positively with families, carers and friends
7. organisation policies and procedures in relation to carers and families
8. legal and ethical requirements for working with carers and families and how
these are applied in an organisation and individual practice, including:
- discrimination
- privacy, confidentiality and disclosure
- work role boundaries – responsibilities and limitations
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:
1. use of suitable facilities, equipment and resources, including organisation policy,
protocols and procedures relevant to carers and families
2. modelling of industry operating conditions and contingencies, including people,
carers or family members with whom the candidate can interact
CHCHCS001– Provide home and community support services
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. SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 13
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
Performance evidence:
The candidate 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 candidate has:
1. provided services to individual/s in at least 2 different home or community support settings
2. used appropriate inter-personal skills:
- establishing a positive relationship with the individual
- seeking clarification of tasks
- interpreting and following instructions
Knowledge evidence:
The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the work role. This includes knowledge of:
1. legal and ethical considerations for providing home and community services,
including:
- codes of practice
- basic home fire safety and associated state/territory smoke alarm legislation
- dignity of risk
- duty of care
- privacy, confidentiality and disclosure
- practice standards
- work role boundaries – responsibilities and limitations
- work health and safety
2. relevant organisation policies and procedures and how to access them, including
risk management practices when the work environment is a person’s home
3. personal and property security procedures, including personal security protocols
and equipment SAM
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 14 © Compliant Learning Resources
4. relevant policy and programs, including:
- home and community care (HACC)
- Department of Veterans’ Affairs (DVA)
- government community care directions
5. implications for work in the sector including:
- person-centred practice
- consumer-directed care
- empowerment and disempowerment
6. indicators of abuse and/or neglect, including:
- physical
- sexual
- psychological
- emotional
- financial
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:
1. 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.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 15
ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory
Workbooks, and one (1) Skills Workbook. This is Workbook 5.
Theory Workbooks
The Theory Workbooks contain two assessment methods:
1. Written Questions – A set of generic and workplace questions testing the
student’s general knowledge and understanding of the general theory behind the
unit.
2. Case Studies – A set of hypothetical questions to test the student’s analytical
skills in project problem solving. Students will be provided with a set of project
management documents to analyse.
Workbook 1 Support independence and well being
Workbook 2 Compliant aged care practice
Workbook 3 Work in health and community services
Workbook 4 Support and empowerment of older people
Workbook 5 Home and Community Support
Workbook 6 Preparation for Vocational Placement
Workbook 7 Home and Community Care Skills Workbook
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 16 © Compliant Learning Resources
Skills Workbook
The Skills Workbook contains the practical assessment which covers all units of
competency of CHC33015 Certificate III in Individual Support. These practical
assessment activities will be completed during the course of your
Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the first six (6) workbooks and have received feedback from your
Assessor.
The assessment method used in the Skills Workbook includes:
1. Workplace Projects – a planned set of tasks to be executed within the context
of your role in the workplace.
2. Workplace Demonstration – a practical exhibition of skills required in your
role in the workplace.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 17
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
Case studies and simulations
Information about work activities
Templates: Abuse Form (provided in this workbook)
The student to provide:
Computer with internet access, Microsoft Word, Adobe Acrobat Reader
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 18 © Compliant Learning Resources
ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: Workbook 5
TITLE: Home and Community Support
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to
the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate, and
choose to be assessed at this time.
I am aware that there is a limit to the number of submissions that I can
make for each assessment and I am submitting all documents required
to complete this Assessment Workbook.
I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
This work is my own and contains no material written by another person
except where due reference is made. I am aware that a false declaration
may lead to the withdrawal of a qualification or statement of attainment.
I am aware that there is a policy of checking the validity of qualifications
that I submit as evidence as well as the qualifications/evidence of parties
who verify my performance or observable skills. I give my consent to
contact these parties for verification purposes.
Name : Signature: Date:
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 19
KNOWLEDGE ASSESSMENT
Part 1: Supporting carers and families
1. Who are the typical carers for people with support needs in Australia?
Select the two (2) best answers.
☐ a) Neighbours
☐ b) Parents
☐ c) Spouse or Partner
☐ d) Community
2. Identify the carer support organisation and resource described below. Choose
your answer from the drop-down list:
Choose an item.
a) The peak national body representing carers of people with a disability, mental illness, chronic condition or those who are frail or aged. This organisation provides information, support, education, training and counselling.
Choose an item.
b) This provides short-term counselling and emotional and psychological support services for carers. It is delivered through Network Carer Associations.
Choose an item.
c) These are information resource centres that display a range of products and equipment to assist with day-to-day living activities.
Choose an item.
d) An initiative of Carers Australia, this organisation provides information and support groups targeted specifically to the needs of young carers
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3. Identify the service pathway described below. Choose your answer from the
drop-down list :
Choose an item. a) services that provide the support needed for a person with care
and support needs to live in a non-institutional setting
Choose an item.
b) services designed to provide opportunities for people with care and support needs to gain and use their abilities to enjoy their full potential for social independence
Choose an item.
c) services that provide accommodation to people with care and support needs, and services that provide support to enable a person with care and support needs to remain in their existing accommodation or to move to more suitable or appropriate accommodation
Choose an item.
d) services that provide a short-term and time-limited break for families and other voluntary caregivers of people with care and support needs to assist in supporting and maintaining the primary caregiving relationship, while providing a positive experience for the person with care and support needs
4. Select the role that is best described by each of the following statements:
Choose an item. a) Someone who provides ongoing informal assistance to people
with care and/or support needs.
Choose an item.
b) Someone who provides the majority of the ongoing informal help or supervision to people with disabilities or long term health conditions who needs ongoing assistance in one of the core activity areas of self-care, communication or mobility.
Choose an item. c) Someone who has a physical and/or mental disabilities or long
term health conditions that substantially limits one or more core activity areas of self-care
Choose an item. d) Person employed to provide care and support to people with care
and support needs
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
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5. Which of the following are rights of family and friends acting as carers for a
person with support needs?
Select the two (2) best answers.
☐ a) Carers have the right to comprehensive information, education, training and support to facilitate the understanding, advocacy and care of those you care for.
☐ b) Family members have the right to receive payment from the government for caring for a person with support needs.
☐ c) Carers have the right to seek further opinions regarding the diagnosis and care of the person with support needs, on behalf of the person they are carer for.
☐ d) Carers have the right to make financial and medical decisions for the person with support needs.
6. Which of the following are responsibilities of family and friends acting as carers
for a person with support needs?
Select the two (2) best answers.
☐ a) It is the responsibility of the carers to obtain appropriate professional assistance in providing care and treatment for the person with care and support needs.
☐ b) It is the responsibility of the carers to ensure the privacy and confidentiality of the person with care and support needs.
☐ c) It is the responsibility of the carers to inform the immediate community about the limitations of the person with care and support needs.
☐ d) It is the responsibility of the carers to provide financial advice to the person with care and support needs.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 39
CASE STUDY
Instructions to Assessor
This assessment supports the industry requirement of supporting and empowering
people with care and support needs. In real life, support workers in both the residential
care and home and community care settings will be required to meet personal needs of
their clients, facilitate their empowerment, and provide support to people with care
needs, as well as encounter problems and issues along the way. This assessment will
demonstrate the student’s problem solving abilities in such situations.
Instructions to Student
These case studies are hypothetical situations which will not require you to have access
to a workplace, although your past and present workplace experiences may help with the
responses you provide. You will be expected to encounter similar situations to these in
the future as you work in the home and community care settings.
In real life, support workers in the home and community care settings will be required
to meet personal needs of their clients, facilitate their empowerment, and provide
support to people living with care needs, as well as encounter problems and issues along
the way. This assessment will allow you to demonstrate your problem solving skills in
such situations.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 40 © Compliant Learning Resources
Introduction to Case Study
For this part of the assessment, you will be taking the role of a support worker at the
Home and Community Support of Lotus Compassionate Care.
Lotus Compassionate Care is an organisation that provides services in disability
support, home and community support, and residential care.
You can find out more about Lotus Compassionate Care by visiting their website.
Click on their logo below to access the site: (hold the control key and click on the logo
below)
(username: password: )
As per your role as a home and community support care worker, you directly report
to Rachel Allcot, the Manager at Lotus Compassionate Care.
This assessment contains a number of tasks that you need to complete based on the
given scenarios. You are required to complete ALL tasks included in this case study.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 41
Scenario 1: Charles Darwin comes home
Charles Darwin is a 47 year old male
client of Lotus Compassionate Care’s
Home and Community Support Services.
Charles is partially blind and paraplegic.
Charles was able to see and walk 2
months ago, before he was involved in
an accident. He has just been allowed to
go home after a 2-month confinement in
the hospital.
Charles lives in a two-storey apartment with his wife, Lisa. As they anticipate that
Charles will need to adjust to his current condition, Charles and Lisa decided to avail
Lotus Compassionate Care’s Home and Community Support Services. Lisa is a small
lady and is unable to safely assist Charles transferring from his wheelchair to the
bed, from the wheelchair to the toilet, etc.
Lisa is an administrative supervisor and used to work at an office every day from
9AM to 5PM. However, since the accident, Lisa has reduced her work hours to 10am
to 2PM so she can be at home to assist with Charles’ morning personal care needs
like showering, and preparing evening meals. Lisa also ensures meals are prepared
for during the day for Charles and placed in the fridge before she leaves for work.
Charles and Lisa has arranged for Lotus Compassionate Care to send home care
assistance Mondays through Fridays to assist with showering in the morning, and
community access such as visit to the physiotherapy and some cleaning.
Charles was an IT manager, and has stopped working since the accident. This is the
first time Charles has stopped working since he was 16 years old.
SAM
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 42 © Compliant Learning Resources
1. Consider the scenario provided above. What is the importance of Lisa’s role in
providing care and support for Charles?
2. Based on the information provided about Lisa, identify relevant knowledge and
skills that she may have that can complement your role as a support worker
providing support to her and Charles.
Guidance: list one example of knowledge and one example of skill that Lisa may have that can complement how you deliver support services to her and Charles.
a) Knowledge:
b) Skill:
SAM
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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 43
3. Give two examples of potential risks of change to the care relationship between
Lisa and Charles brought about by the situation.
Guidance: provide two examples of potential risks (one potential physical harm, and one potential psychological harm)
a) potential physical harm
b) potential psychological harm
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 44 © Compliant Learning Resources
4. Give two examples of issues that may impact on the physical and emotional
health and well-being of Lisa, and explain how you would respond to these
issues.
Issues How to respond to these issues a) Impacting
physical health and well-being of Lisa
b) Impacting emotional health and well-being of Lisa
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
Page 50 © Compliant Learning Resources
WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the candidate’s
assessment against the checklist below:
Written Questions
Part 1 – Supporting carers and families
Part 2 – Providing home and community support services
Case Study
Scenario 1: Charles Darwin comes home
Written Questions
Scenario 2: Lisa struggles
Written Questions
Abuse form
IMPORTANT REMINDER
Students must achieve a satisfactory result to ALL assessment tasks to
be awarded COMPETENT for the unit relevant to this subject.
To award the student competent in the units relevant to this subject, the student
must successfully complete all the requirements listed above according to the
prescribed benchmarks.
SAM
PLE
Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016
© Compliant Learning Resources Page 51
FEEDBACK
Well done for finishing this workbook. We hope that what you learn with us
will open up new pathways of success in your life. At Compliant Learning
Resources, we continually strive to improve our courses and heighten the
learning experience for you. One way we do this is by seeking feedback.
Your experience is important to us and we are very keen to hear any
suggestions or complaints you may have. Click on the button below to let us
know what you think of us and our course.
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SAM
PLE