ASSESSMENT KIT SAMPLE - eduworks.com.au€¦ · Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill

ASSESSMENT KIT SAMPLE

CHC53315

D IPLOMA OF MENTAL HEALTH

I nc l ud es :

• S tuden t Ass essm ent B ook l e t

• M a rk i ng Gu i de w i t h M app ing

• Ass es sm ent Rec o rd Too l

• S uppo r t i ng Doc um ents

STUDENT ASSESSMENT BOOKLET CHCMHS011 AS SESS A ND P ROM OTE S O CIA L ,

E MOTI ONA L AND P HYS I C A L W ELLB EI NG

Student first name: ______________________________________________________________________

Student last name: ______________________________________________________________________

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CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 3

Contents

Assessment overview ........................................................................................................................................... 4

Assessment plan .................................................................................................................................................. 5

Assessment Task Cover Sheet – Assessment Task 1 ......................................................................................... 7

Assessment Task 1: Reflective journal ................................................................................................................. 9

Assessment Task Cover Sheet – Assessment Task 2 ....................................................................................... 11

Assessment Task 2: Supervisor report ............................................................................................................... 13

Assessment Task 3: Direct observation ............................................................................................................. 15

Assessment Task Cover Sheet – Assessment Task 4 ....................................................................................... 17

Assessment Task 4: Written questions .............................................................................................................. 19

Appendix A – Reflective journal .......................................................................................................................... 21

Appendix B – Work placement forms ................................................................................................................. 28

Appendix C – Supervisor report ......................................................................................................................... 31


Assessment overview

This Student Assessment Booklet includes all your tasks for assessment of CHCMHS011 Assess and promote

social, emotional and physical wellbeing.

About your assessments

This unit requires that you complete 4 assessment tasks. You must complete all tasks to achieve competency

for this unit.

Assessment Task About this task

Assessment Task 1: Reflective journal You are required to complete a reflective journal to demonstrate

your ability to work collaboratively with people to assess,

promote and review all aspects of their wellbeing.

Assessment Task 2: Supervisor report You must provide a copy of the supervisor report that confirms

your ability to demonstrate specific skills and knowledge

required of this unit.

Assessment Task 3: Direct observation You will be observed in the workplace environment undertaking

a range of day-to-day activities that relate to assessing,

supporting and promoting social, emotional and physical

wellbeing.

Assessment Task 4: Written questions You must correctly answer all questions in this task to show that

you understand the knowledge required of this unit/topic.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Make sure you photocopy your written activities before you submit them – your assessor will put the documents

you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for

each task where you need to submit items for assessment, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of

the Task Cover Sheet.

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to

your Student Handbook for more information about our appeals process.


Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all

tasks to demonstrate competency for the unit.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements Due date

1. Reflective journal

2. Supervisor report

3. Direct observation

4. Written questions

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure

you sign this before you start any of your assessments.

Have you read and understood what is required of you in terms of assessment? Yes No

Have you read and understood the RTO’s policies and procedures related to reassessment?

Yes No

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations to be made for this assessment?

If yes, what are they?

__________________________________________________________________

Yes No

Do you understand your rights to appeal the decisions made in an assessment? Yes No

Student name: ___________________________________________________________________________

Student signature: ______________________________________________ Date: ___________________

Assessor name: __________________________________________________________________________

Assessor signature: _____________________________________________ Date: ___________________


Assessment Task Cover Sheet – Assessment Task 1

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:

Date of submission:

Unit: CHCMHS011 Assess and promote social, emotional and physical wellbeing

Assessor to complete

Assessment Task

Satisfactory/

Not satisfactory Date

Was this a

resubmission?

Y/N

Reflective journal

STUDENT DECLARATION

I _________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ________________________________________________________________________

Student name: ___________________________________________________________________________


ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

_______________________________________________________________________________________

_______________________________________________________________________________________

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_______________________________________________________________________________________

_______________________________________________________________________________________

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_______________________________________________________________________________________

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_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Assessor signature: _______________________________________________________________________

Assessor name: __________________________________________________________________________

Date: __________________________________________________________________________________


Assessment Task 1: Reflective journal

TASK SUMMARY

You are required to complete the reflective journal provided below to demonstrate your ability to work

collaboratively with people to assess, promote and review all aspects of their wellbeing.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:

▪ Reflective journal (see Appendix A; an electronic copy is also provided if you wish to type your responses)

▪ Suitable work or work placement in a trauma informed care environment

WHEN AND WHERE IS THIS TASK TO BE COMPLETED?

▪ You should complete your journal throughout your work placement.

▪ Your assessor will give you a due date for submission of your reflective journal.

WHAT HAPPENS IF I GET SOMETHING WRONG?

If your assessor sees that you have not completed your journal entries in sufficient detail, or you supervisor has

not initialled some entries, they will talk to you about resubmission. You will only have to re-do the entries in

your journal that are identified as having issues; however, you will need to resubmit the entire assessment.

Your assessor will discuss an appropriate timeframe for resubmission with you when you are provided with the

outcome for this task.

STUDENT GUIDANCE:

You are required to fill out the reflective journal provided.

A reflective journal has two aims:

▪ It provides you with a structured way of recording the activities that you undertake during a work placement

which demonstrate that you are able to apply what you have learnt in class.

▪ It also provides you with an opportunity to reflect on your own performance during your work placement

and to look for areas for improvement.

Guidance on how to complete your journal is provided below.

What should I include?

Sometimes it’s difficult to know what to include in a reflective journal. How much is too much? While it is

tempting to record every minute of every day, that’s not necessary. Your assessor only needs to see what is relevant to this unit. You will find a checklist attached to the reflective journal. Use this list to ensure that you

have satisfied the full requirements of the unit of competency.

If you are unsure about any of items on the checklist, speak to your assessor.

How should I complete the journal?

Record enough information about the activity to demonstrate that you can apply the skills and knowledge learnt

in class. You should also cross reference each activity to the checklist at the front of the journal and reflect on

what went well on what you would do differently next time.

It’s up to you whether you complete your journal in hard copy or on computer. A template has been provided in

Appendix A or see your assessor for an electronic copy. Most important though, is to keep your journal up to

date and to ask a supervisor to sign-off as you go.

An example of a completed journal entry is provided below.


Assessment Task 2: Supervisor report

TASK SUMMARY

Your workplace supervisor is to complete a report that confirms your ability to demonstrate the specific skills

and knowledge required of this unit.

As someone who observes the way that you interact with clients on a day-to-day basis and who understands

the needs of your clients, your supervisor is well placed to comment on your workplace performance.


▪ Supervisor Report (refer to Appendix C, also provided as a Word document to be completed electronically

by the supervisor if preferred)

WHEN AND WHERE WILL THIS TASK BE COMPLETED?

Your supervisor will fill out the report based on your work performance so far.

STUDENT INSTRUCTIONS FOR TASK 2:

Give your workplace supervisor a copy of the attached Supervisor Report. They will fill it out based on their

observations of your work performance. They may like to do this using the Word file or they may fill it out on

hard copy.

Have a look at the items on the Supervisor Report – do you think you have shown that you can do all of these

things to workplace standards?

WHAT MUST BE SUBMITTED FOR TASK 2:

The completed supervisor report.


Assessment Task 4: Written questions

TASK SUMMARY

You must answer all questions below correctly.


▪ Access to textbooks and other learning materials

▪ Access to a computer, printer, Internet and email software (if required)

▪ Access to Microsoft Word (or a similar program)


▪ This task may be done in your own time as homework or you may be given time to do this task in class

(where applicable).

▪ Your assessor will provide you with the due date for this assessment. Note the due date in your Student

Assessment Booklet.


If your assessor marks any of your answers as incorrect, they will make arrangements with you about

resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may

need to provide new written responses to the questions that were answered incorrectly. Your assessor will give

you a due date by which this must be provided.


▪ This is an open book test – you can use your learning materials as reference.

▪ You must answer all questions in this task correctly.

▪ You must answer the questions by typing your answers in Microsoft Word or a similar program – your

assessor will advise as to whether you must email them your completed assessment, submit the file on a

USB drive or hand in a hard copy.

▪ If there are tables included in your task that you need to fill out, you may choose to recreate them in a word

processing application. If you have been provided with an electronic version of this booklet, you may prefer

to type your answers directly into the document.

WRITTEN ANSWER QUESTION GUIDANCE

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many

answers you need to give – for example, ‘Describe three strategies…’. ▪ Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features

and express some form of critical judgment. Generally, you are expected to write a response of one or two

paragraphs in length.

▪ Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.


Appendix A – Reflective journal

Reflective Journal

Student’s name:

Employer:

Position:

Summary of role:

Supervisor’s name:

Supervisor’s phone and email:

Reflective journal checklist

Have I done

this? Item number and area to discuss

☐ 1. Describe how you have delivered wellbeing support reflecting recovery-oriented practice with at least three people (describe each instance

separately) including:

☐ 1.1. physical support

☐ 1.2. social support

☐ 1.3. emotional support

☐ 1.4. cultural and/or spiritual support

☐ 1.5. promoting collaborative practice

☐ 2. Describe how you have provided information, resources and support to clients to promote social wellbeing.

☐ 2.1. Social wellbeing includes:

− education


CLIENT PERMISSION FORM

I, _________________________________________________________________________________ ,

<client name> agree to participate in this observation task with

___________________________________________________________________________________

<student’s name>.

I understand that I can withdraw my involvement in this task at any time.

I understand that the student’s assessor will be present while the task is being completed.

I understand that the student is required to do the following during the task:

▪ [student to insert the tasks that they will be undertaking with the family]

I request that a staff member or family member is present while the student completes this task.

I do not require a staff member or family member to be present while the student completes this task.

Name: _____________________________________________________________________________

Signature: __________________________________________________________________________

Date: _______________________________

* In situations where the client may be unable to sign this document (due to age or issues with capacity), permission may

be granted by the client’s carer or other representative where the client is unable to sign this document.


SUPERVISOR REPORT

Student’s name:

Supervisor name:

Workplace name:

Contact number/s and/or email address:

Dates during which you have worked in a supervisory capacity to the student:

Do you understand the expectations and requirements of your role based on the above information? YES NO

Area/skills to be confirmed

Yes

(✓)

No

(✓)

Not able to

confirm (✓)

Provide examples or comments on the student’s skills and performance in each area

Has the student provided wellbeing support with a recovery-oriented

focus to at least three people? Including:

- physical support

- social support

- emotional support

- cultural and/or spiritual support

Has the student provided information and resources to clients that

explains and supports social wellbeing?

Social wellbeing information might include:

− education

− employment

− community

− volunteering

− hobbies

− personal interests

MARKING GUIDE CHCMHS011 AS SESS A ND

P ROM OTE S OCIA L , E MOTI ONA L A ND

P HYS I CA L W ELLBE ING

CHCMHS011 MARKING GUIDE (ID 155073)

© 2018 EDUWORKS RESOURCES PAGE 4

Assessment information

About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit. It outlines the

instructions provided to the student for each task and accompanying sample/benchmark answers and any

relevant instructions for the assessor.

Assessment tasks

The assessment conditions for this unit specify that the student must be able to demonstrate their skills and

knowledge in the context of a job role within a work environment or simulated work environment.

While the Assessment conditions for this unit do refer to a simulated environment as being appropriate for

assessment for this unit, it is unfeasible to establish a simulation which reflects real working conditions and

which models industry operating conditions and contingencies. As well as being unfeasible, it would be

inappropriate to carry out simulations and role plays involving the portrayal of people with mental illness in need

of trauma informed care. This assessment should therefore be conducted in the workplace – either in the

student’s own role or in a suitable work placement.

Assessment Tasks

This unit is assessed in the following ways:

Assessment Task Assessment method Overview

Assessment Task 1:

Reflective journal Journal Students are required to complete a reflective journal to

demonstrate their ability to work collaboratively with

people to assess, promote and review all aspects of their

wellbeing.

Assessment Task 2:

Supervisor report Supervisor report Students must provide a copy of the supervisor report that

confirms their ability to demonstrate specific skills and

knowledge required of this unit.

Assessment Task 3:

Direct observation Observation Students will be observed in the workplace environment

undertaking a range of day-to-day activities that relate to

assessing, supporting and promoting social, emotional

and physical wellbeing.

Assessment Task 4:

Written questions

Questions and

Answers

Students must correctly answer all questions in this task

to show that they understand the knowledge required of

this unit/topic.

Assessment documents

We have developed a range of comprehensive assessment documents for assessment of this unit.

Assessors will need the following documents:

▪ Assessment Record Tool – to be used by the assessor to record the decision-making process. Details

about workplace-based tasks (if applicable) are also included in this document.

▪ This Marking Guide, which includes:

− a guide to assessors on the process of assessment

− benchmark responses to assessment tasks

− mapping of assessment tasks to unit of competency requirements (see the end of this booklet).

▪ Students will need to receive the Student Assessment Booklet for this unit.

Assessors must provide students with the due date for each assessment task for this unit – students should be

instructed to write the dates in their Student Assessment Booklet.



Assessment Attempts and Resubmissions

Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the

student has not completed the task satisfactorily, the assessor must make alternative arrangements for

assessment. Depending on the task, this may include:

▪ resubmitting incorrect answers to questions (such as written tasks and case studies)

▪ resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task

▪ redoing a role play after being provided with appropriate feedback about their original performance

▪ being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily

completed the first time, after being provided with appropriate feedback.

Students should be provided with an appropriate time frame in which to resubmit their work, for example

students may:

▪ be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

▪ be provided with feedback on the day about their performance in a role play and then redo the task during

the next task

▪ need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up

observation may be required – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment.

Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further

information.

Assessment Outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students

must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one

or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit of Not

Yet Competent (NYC).

Students can be given two further attempts to complete the task and achieve a Satisfactory outcome. Students

need to be given a timeframe for resubmission and advised what they must include in the resubmission.

Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.

The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed

by the assessor.

Assessment appeals

All students have the right to appeal an assessment decision. To make an appeal about an assessment

decision, students must follow the process outlined in their RTO’s student handbook.

Task cover sheet

Students must submit a complete and accurate cover sheet with every assessment task unless the task is an

observation only. Cover sheets are provided in the student assessment booklet but, where the organisation

provides its own coversheets, those should be used in preference.

Training and assessment strategy

Each RTO will have a training and assessment strategy (TAS) that outlines the assessment methods and tasks

to be used in the delivery of each course.

All assessors should be provided with a copy of the relevant TAS for the courses they deliver.

Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any

areas that may need improvement or updating as they are identified.

Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,

cheating, and/or collusion, they should report this along with their reasons for the allegation. Assessors should

refer to their RTO’s policy and procedures regarding training and assessment for further information.




TASK SUMMARY

You are required to complete the reflective journal provided below to demonstrate your ability to work

collaboratively with people to assess, promote and review all aspects of their wellbeing.


▪ Reflective journal (see Appendix A; an electronic copy is also provided if you wish to type your responses)

▪ Suitable work or work placement in a trauma informed care environment


▪ You should complete your journal throughout your work placement.

▪ Your assessor will give you a due date for submission of your reflective journal.


If your assessor sees that you have not completed your journal entries in sufficient detail, or you supervisor has

not initialled some entries, they will talk to you about resubmission. You will only have to re-do the entries in

your journal that are identified as having issues; however, you will need to resubmit the entire assessment.

Your assessor will discuss an appropriate timeframe for resubmission with you when you are provided with the

outcome for this task.

STUDENT GUIDANCE:

You are required to fill out the reflective journal provided.

A reflective journal has two aims:

▪ It provides you with a structured way of recording the activities that you undertake during a work placement

which demonstrate that you are able to apply what you have learnt in class.

▪ It also provides you with an opportunity to reflect on your own performance during your work placement

and to look for areas for improvement.

Guidance on how to complete your journal is provided below.

What should I include?

Sometimes it’s difficult to know what to include in a reflective journal. How much is too much? While it is

tempting to record every minute of every day, that’s not necessary. Your assessor only needs to see what is relevant to this unit. You will find a checklist attached to the reflective journal. Use this list to ensure that you

have satisfied the full requirements of the unit of competency.

If you are unsure about any of items on the checklist, speak to your assessor.

How should I complete the journal?

Record enough information about the activity to demonstrate that you can apply the skills and knowledge learnt

in class. You should also cross reference each activity to the checklist at the front of the journal and reflect on

what went well on what you would do differently next time.

It’s up to you whether you complete your journal in hard copy or on computer. A template has been provided in

Appendix A or see your assessor for an electronic copy. Most important though, is to keep your journal up to

date and to ask a supervisor to sign-off as you go.

An example of a completed journal entry is provided below.



ASSESSMENT TASK 1: INSTRUCTIONS TO THE ASSESSOR

Provide students with the date of submission of the reflective journal.

The student should provide evidence in their journal that they have demonstrated the following as part of

their work in providing trauma informed care:

a) Did the student describe how they have delivered wellbeing support reflecting recovery-oriented

practice with at least three people (describing each instance separately) including:

▪ physical support

▪ social support

▪ emotional support

▪ cultural and/or spiritual support

▪ promoting collaborative practice.

b) Did the student provide information, resources and support to clients to promote social wellbeing?

Social wellbeing includes:

▪ education

▪ employment

▪ community

▪ volunteering

▪ hobbies

▪ personal interests.

Resources include:

▪ available services

▪ available programs.

Supports include:

▪ identifying and mapping a client’s social network, including:

− their care network

− their community participation

− their support network

▪ assessing the level of social inclusion, exclusion or isolation

▪ developing strategies to promote community participation and connection

▪ determining the client’s current level of involvement in socially-based activity

▪ determining the client’s desire to increase participation in socially-based activity

▪ supporting and regularly reviewing social inclusion strategies.

c) Did the student provide information, resources and support to clients to promote emotional wellbeing?

Emotional wellbeing includes:

▪ ability to self-care

▪ quality of support systems

▪ healthy relationships.

Resources include:



Supports include:

▪ identifying emotional strengths, challenges and triggers

▪ identifying activities or people that promote emotional strength and wellbeing

▪ developing strengths and contingencies to address emotional challenges



Assessment Task 2: Supervisor Report

TASK SUMMARY

Your workplace supervisor is to complete a report that confirms your ability to demonstrate the specific

skills and knowledge required of this unit.

As someone who observes the way that you interact with clients on a day-to-day basis and who

understands the needs of your clients, your supervisor is well placed to comment on your workplace

performance.


▪ Supervisor Report (refer to Appendix C, also provided as a Word document to be completed

electronically by the supervisor if preferred)

WHEN AND WHERE WILL THIS TASK BE COMPLETED?

Your supervisor will fill out the report based on your work performance so far.


Give your workplace supervisor a copy of the attached Supervisor Report. They will fill it out based on their

observations of your work performance. They may like to do this using the Word file or they may fill it out

on hard copy.

Have a look at the items on the Supervisor Report – do you think you have shown that you can do all of

these things to workplace standards?

WHAT MUST BE SUBMITTED FOR TASK 2:

The completed supervisor report.


© 2018 EDUWORKS RESOURCES

ASSESSMENT TASK 2: INSTRUCTIONS TO THE ASSESSOR

Provide students with the date of submission of the supervisor report. Remind the student to record the due

date in their student record booklet.

This task will provide you with confirmation from the student’s workplace supervisor that they are able to competently perform the activities indicated in the supervisor report.

The supervisor report can be provided in hard copy (see Appendix C) or it can be filled out using the electronic

file provided (SD Supervisor Report). It is the student’s responsibility to give their supervisor a copy of the report. You should request, where completed electronically, for the supervisor to send the electronic file via

email to the student and also yourself to ensure authenticity of the statements within (you may also prefer for

the supervisor to submit a pdf copy of the report instead of the native Word file).

Where the student’s supervisor has indicated that they did not see the student perform a specific activity, you will need to determine whether any of the evidence gathered towards this requirement has demonstrated the

student’s competency.

Where the student’s supervisor has indicated that they do not believe the student performed an activity competently or to workplace standards, and did not provide any comments, you may need to contact the

supervisor to determine why they made this judgment.

Record the outcome of this assessment in the Assessment Record Tool.



Assessment Task 3: Direct observation

TASK SUMMARY

This task requires that you are observed in the workplace. You will be observed in the workplace environment

undertaking a range of day-to-day activities that relate to assessing, supporting and promoting social, emotional

and physical wellbeing.

The purpose of a workplace observation is to confirm that you can apply your skills and knowledge to real-world

situations, dealing with real people and real workplace processes, following policies and procedures, and

handling multiple work activities.


Personnel

▪ Your workplace supervisor

▪ Your assessor

Resources



▪ Access to a workplace environment

▪ Access to organisational policy and procedures

WHEN AND WHERE WILL THIS TASK TO BE COMPLETED?

Your assessor will provide you with a time and place for your assessment.


If your assessor identifies that you did not correctly or adequately demonstrate the skills and knowledge

required of this task, you will be given feedback on areas for improvement.

Your assessor will provide you with guidance as to whether you need to:

▪ redo the observation at a suitable time after you have considered their feedback

▪ undertake further learning and redo the observation at a later date.

Your assessor will provide details about the date, time and location of reassessment.




Your assessor will visit your workplace and observe your work performance as you carry out a range of day-to-

day work activities related to assessing and promoting social, emotional and physical wellbeing.

During the observation, your assessor will be looking to see that you can:

▪ deliver wellbeing support to at least three people

▪ promote physical, social, emotional, cultural/spiritual and cognitive wellbeing

▪ work safely

▪ adhere to relevant legislation, codes of practice and organisational policy and procedures

▪ identify client strengths and weaknesses

▪ facilitate dignity of risk and duty of care

▪ respect human rights of clients

▪ obtain and document relevant consents

▪ ensure non-judgemental practice

▪ review a person’s wellbeing.

SUBMISSION REQUIREMENTS FOR TASK 3:

You are not required to submit anything for this task.

INSTRUCTIONS FOR THE ASSESSOR

Purpose of the task

The purpose of a workplace observation is to confirm that a student can apply their skills and knowledge to

real-world situations, dealing with real people and real workplace processes, following policies and

procedures, and handling multiple work activities.

You are to visit the student’s workplace and observe their work performance as they carry out a range of day-

to-day work activities related to assessing and promoting social, emotional and physical wellbeing.

Guidance to the assessor

This task should be contextualised to suit the needs of each student – it may be that sufficient evidence has

been provided for some of these elements by Assessment Tasks 1 and 2, in which case this workplace

observation can be used to fill any gaps.

Provide students with the date for this observation.

An observation checklist has been provided in the Assessment Record Tool.


Reassessment arrangements

If you identify that the student did not correctly or adequately demonstrate the skills and knowledge required

of this task, you will need to give the student feedback on areas for improvement. You should provide the

student guidance as to whether they need to:

▪ redo the observation at a suitable time after they have considered the feedback

▪ undertake further learning and redo the observation at a later date.

Provide the student with details about the date, time and location of reassessment.




TASK SUMMARY

You must answer all questions below correctly.


▪ Access to textbooks and other learning materials




▪ This task may be done in your own time as homework or you may be given time to do this task in class

(where applicable).

▪ Your assessor will provide you with the due date for this assessment. Note the due date in your Student

Assessment Booklet.


If your assessor marks any of your answers as incorrect, they will make arrangements with you about

resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may

need to provide new written responses to the questions that were answered incorrectly. Your assessor will give

you a due date by which this must be provided.


▪ This is an open book test – you can use your learning materials as reference.

▪ You must answer all questions in this task correctly.

▪ You must answer the questions by typing your answers in Microsoft Word or a similar program – your

assessor will advise as to whether you must email them your completed assessment, submit the file on a

USB drive or hand in a hard copy.

▪ If there are tables included in your task that you need to fill out, you may choose to recreate them in a word

processing application. If you have been provided with an electronic version of this booklet, you may prefer

to type your answers directly into the document.

WRITTEN ANSWER QUESTION GUIDANCE

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many

answers you need to give – for example, ‘Describe three strategies…’. ▪ Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features

and express some form of critical judgment. Generally, you are expected to write a response of one or two

paragraphs in length.

▪ Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or

features. Generally, you are expected to write a response of two or three sentences in length.



ASSESSOR INSTRUCTIONS FOR TASK 4

Purpose of the task

This task requires students to answer a set of written questions to demonstrate that they understand the

knowledge required of this unit.

Reassessment arrangements

If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which

to resubmit. Students should only redo questions that are incorrect; however, they will need to resubmit the

entire assessment. Provide the student with the date for resubmission.

Guidance to assessors about this task

Provide students with the date of submission for this task. Remind students to record the submission date in

their student assessment booklet. Students can be given the opportunity to answer questions verbally if

appropriate.


Marking guidance for each question has been provided.

QUESTION 1

Describe the impact of a lack of social and emotional wellbeing on mental health.

Social and emotional wellbeing contributes to a person’s ability to be able to cope with normal day-to-day

activities and stresses and to make a contribution at work, at home and in the community. A lack of social and

emotional wellbeing can have a negative impact on mental health both directly and indirectly – directly by

worsening or triggering some mental health conditions, indirectly by making it more difficult to seek treatment,

complete treatment regimes or seek support from support networks.

QUESTION 2

Discuss the impact of a mental health diagnosis and treatment on an individual’s wellbeing. Answers to this question will vary but should demonstrate an understanding of the imbalance of life expectancy

and physical health outcomes of people living with a mental illness versus the general population in Australia. A

person living with a persistent mental illness has a significantly shorter life expectancy, a significantly higher

rate of ill-health, is more likely to experience poverty and/or homelessness, is more likely to experience

discrimination and isolation and is more likely to be impacted by drug and alcohol addiction. There is an ever-

increasing emphasis on taking a holistic approach post-diagnosis with an emphasis on social, physical and

emotional wellbeing as well as treatment for the mental illness.

QUESTION 3

Describe each of the following models of practice, with an emphasis on how they could be used to improve a

person’s wellbeing.

a) Motivational interviewing

Motivational interviewing (MI) is a therapeutic tool used to promote a change in behaviour. MI respects the

autonomy of the client and the case manager’s role is to guide the client towards identifying and relying on

their own inherent strengths, motivations and resources to change. Rather than taking an authoritarian or

lecturing stance, the case manager might ask a series of questions to encourage the client to consider their

own motivations.

More information about motivational interviewing can be found here:

https://www.racgp.org.au/afp/2012/september/motivational-interviewing-techniques/

b) Solution focused approaches

In a solution-focussed approach, the case manager helps the client to work towards an ideal, imagined

future (in preference to working away from a negative future). As for MI, solution-focussed approaches

respect the autonomy of the client and their inherent strengths.



Appendix A – Reflective journal

Reflective Journal

Student’s name:

Employer:

Position:

Summary of role:




Have I done











− education



Appendix C – Supervisor report

INSTRUCTIONS TO THE SUPERVISOR

As part of the evidence of competency for this student, we are seeking reports from the student’s work placement supervisor. This forms part of the evidence for

CHCMHS011 Assess and promote social, emotional and physical wellbeing.

What is the purpose of this?

The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills

satisfactorily to workplace requirements on a regular basis.

How will the information I provide be used?

The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about

competency.

How and when do I fill in the report?

You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are

confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations and

standards.

Please also include comments and examples in the space provided wherever possible.

If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about

why you have said ‘No’. If you are unsure or are not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column. If the student is still undertaking placement, you may still be able to watch their work in these areas and comment on the suitability of their skills.

What should I do if I am unsure of the expectations?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this supervisor report. The student will have their direct contact details.

Who should fill in this report if I am unable to do so?

If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to

confirm skills in the other areas. They will also need to sign the report.




Yes

(✓)

No

(✓)

Not able to

confirm (✓)


▪ arranging for medication reviews based on need

▪ proactively developing strategies to support and encourage clients

to improve physical health

▪ using established and credible information sources to promote

healthy living habits to clients.


explains and supports cultural/spiritual wellbeing?

Cultural/spiritual wellbeing might include:

▪ involvement in cultural activities and networks

▪ ability to practice own culture

▪ good links within own culture.

Resources might include:



Support might include:

▪ working collaboratively to identify clients’ preferred cultural and/or

spiritual values, beliefs, traditions, activities and practices

▪ identifying cultural and spiritual needs and activities the client

wants to undertake or changes that they would like to make

▪ identifying other people or resources required to introduce these

changes

▪ supporting the person to implement cultural/spiritual strategies and

access resources

▪ identifying with the client and addressing any cultural

improvements to practice.


explains and supports cognitive wellbeing?

Cognitive wellbeing might include:



UNIT MAPPING – CHCMHS011 Assess and promote social, emotional and physical wellbeing

Application This unit describes the skills and knowledge required to work collaboratively with individuals to assess, promote and review all aspects of wellbeing.

This unit applies to work with people living with mental illness in a range of community services work contexts.

Licensing requirements NA

Prerequisites NA

Element Performance criteria

Assessment Tasks

AT1 AT2 AT3 AT4

1. Assess the persons

wellbeing

1.1 Provide information and resources to the person to explain social and emotional

wellbeing, holistic practice and the available services and programs 2, 3, 4, 6, 7, 8, 9 2, 3, 4, 6, 7, 8, 9 2, 3, 4, 6, 7, 8, 9

1.2 Explore the domains of wellbeing with the person, identifying strengths and

strategies that keeps the person strong

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours

regarding wellbeing to ensure non-judgemental practice 15 15 15

1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed

16 16 16

1.5 Work with the person to identify other information to gather or people to contact to

add to the understanding of their social emotional wellbeing 16 16 16

1.6 Determine with the person other people, including the natural supports, the person

wants involved in their plans and support 16 16 16

1.7 Identify, negotiate, obtain and document any consents required 17 17 17

2. Promote physical wellbeing 2.1 Discuss with the person their health and physical wellbeing 18 18 18

2.2 Discuss with the person any health issues or potential risks to health including

fitness and nutrition and encourage them to seek professional advice as required 18 18 18

2.3 Identify when regular health checks were last undertaken and, according to the

person’s needs, facilitate referrals or appointments 18 18 18

2.4 Arrange for health assessments or medication reviews based on the person’s needs

18 18 18

2.5 Proactively support and encourage the person to identify areas where physical

health could be improved and develop strategies 18 18 18




Assessment Tasks

AT1 AT2 AT3 AT4

2.6 Promote healthy living habits using established and credible information sources 18 18 18

3. Promote social wellbeing 3.1 Identify and map the person’s social network, including their care network, their

community participation and others that are providing the person with support 19 19 19

3.2 Assess the level of social inclusion/exclusion or isolation 19 19 19

3.3 Develop strategies to promote community participation and connection to extend

depth or breadth of the person’s social network 19 19 19

3.4 Determine the person’s current level of involvement in socially-based activity and

their desire to increase participation in any of these areas 19 19 19

3.5 Support and regularly review social inclusion strategies 19 19 19

4. Promote emotional

wellbeing

4.1 Identify emotional strengths, challenges and triggers 20 20 20

4.2 Identify activities or people that promote emotional strength and wellbeing 20 20 20

4.3 Develop strategies and contingency plans to address emotional challenges and

promote resilience and emotional wellbeing 20 20 20

5. Promote cultural or spiritual

wellbeing

5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices

21 21 21

5.2 Identify cultural and spiritual needs and activities the person wants to undertake or

changes they would like to make 21 21 21

5.3 Identify other people or resources required to introduce these changes 21 21 21

5.4 Support the person to implement cultural/spiritual strategies and access resources 21 21 21

5.5 Identify with the person and address any cultural improvements to practice 21 21 21

6. Review the persons well

being

6.1 Recognise and celebrate progress and identify new directions and strategies as

chosen by the person 22 22 22

6.2 Respond flexibly and utilise contingency plans as required 24 24 24

6.3 Recognise the need for specialist expertise and seek according to the person’s needs

25 25 25

6.4 Evaluate effectiveness of work and service provision, gathering and acting on

feedback from all relevant parties particularly the person receiving service 23 23 23




Assessment Tasks

AT1 AT2 AT3 AT4

6.5 Reflect on own practice and use learning to identify strategies and plan for

improved practice 23 23 23

6.6 Engage in collaborative record keeping 23 23 23

Performance Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

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:

▪ collaboratively delivered wellbeing support reflecting recovery oriented practice with at least 3 people: 1 1 1

− physical 1 1 1

− social 1 1 1

− emotional 1 1 1

− cultural/spiritual 1 1 1

Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in

the context of the work role. This includes knowledge of:

▪ legal and ethical considerations (international, national, state/territory, local) for client wellbeing, and how these are

applied in organisations and individual practice: 7 7 7

− codes of practice 7 7 7

− discrimination 7 7 7

− dignity of risk 11 11 11

− duty of care 12 12 12

− human rights 13 13 13



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

− informed consent 7, 17 7, 17 7, 17

− mandatory reporting 7 7 7

− practice standards 7 7 7

− privacy, confidentiality and disclosure 7 7 7

− policy frameworks 7 7 7

− records management 14 14 14

− rights and responsibilities of workers, employers and individuals accessing the service 14 14 14

− work role boundaries – responsibilities and limitations 14 14 14

− work health and safety 5 5 5

▪ principles and practices of holistic social emotional wellbeing, including: 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

− social 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

− emotional 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

− physical 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

− cognitive 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

− cultural/spiritual 2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

2, 3, 4, 6, 7, 8, 9,

10

▪ impact of a lack of social and emotional wellbeing (SEWB) on mental health 1

▪ evidence based practice in relation to support for the individual domains 4

▪ iatrogenic effects of mental illness diagnosis and treatment on an individual’s wellbeing 2

▪ requirements for physical wellbeing, including: 4 4 4

− nutrition 4 4 4

− exercise 4 4 4



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

− food security/insecurity 4 4 4

− self-care style opportunities and information 4 4 4

− oral health 4 4 4 4

− comprehensive health checks 4 4 4 5, 6

− access to health services, and natural supports and resources 4 4 4

− sexual health strategies including contraception, sexually transmitted infections (STIs) and strategies for sexual

expression

4 4 4

▪ aspects of social wellbeing and types of social activity of that contribute to wellbeing, including: 2 2 2

− education 2 2 2

− employment 2 2 2

− community 2 2 2

− volunteering 2 2 2

− hobbies 2 2 2

− personal interests 2 2 2

▪ aspects of emotional wellbeing, including: 3 3 3

− ability to self-care 3 3 3

− quality of support systems 3 3 3

− healthy relationships 3 3 3

▪ aspects of cultural/spiritual wellbeing, including: 6 6 6

− involvement in cultural activities and networks 6 6 6

− ability to practise own culture 6 6 6

− good links within own culture 6 6 6

▪ cognitive aspects that affect wellbeing, including: 8 8 8

− ability to practise coping strategies 8 8 8

− mindfulness 8 8 8



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

− relaxation 8 8 8

▪ models of change, including stages of change model 4

▪ awareness of social exclusion/inclusion, disadvantage, systemic oppression and power dynamics 5,6

▪ approaches to practice, including: 3

− motivational interviewing 3

− solution focused approaches 3

− strength based approaches 3

− cognitive behavioural approaches 3

− narrative approaches 3

− acceptance and commitment therapy (ACT) 3

Assessment Conditions

Assessment Tasks

AT1 AT2 AT3 AT4

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.

✓ ✓ ✓

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

requirements for assessors. RTO to ensure

ASSESSMENT RECORD TOOL CHCMHS011 AS SESS A ND P ROM OTE S O CIA L ,

E MOTI ONA L AND P HYS I C A L W ELLB EI NG

Student first name: _________________________________________________________________________

Student last name: _________________________________________________________________________

CHCMHS011 ASSESSMENT RECORD TOOL (ID 155211)


Introduction

Assessment requirements

This record tool is to be used to record the assessment decisions for CHCMHS011 Assess and promote social,

emotional and physical wellbeing.

Assessment is based on a number of forms of evidence, as follows:

▪ Assessment Task 1: Reflective journal

▪ Assessment Task 2: Supervisor report

▪ Assessment Task 3: Direct observation

▪ Assessment Task 4: Written questions

Recording assessment outcomes

Use this Assessment Record Tool to record the outcomes of each assessment task related to this unit. Add any

further comments about the student’s performance to the Assessment Task Cover Sheet for the relevant task.

Marking Guide

Refer to the Marking Guide for benchmark responses to written tasks and projects.

Assessment Checklists

Use the checklists below to record the outcomes of each task.

Observation tasks and/or role plays (where applicable to this unit) will include guidance to expected

performance as well as instructions to the assessor about any further assessment requirements (where

required). The Marking Guide will also include expanded guidance to assessors.

Record each task’s outcome on the Record of Assessment Outcomes at the end of this document.



Yes No

Resources include:

available services

available programs

Supports include:

discussing physical health and wellbeing and its relationship to mental health

discussing health issues or risks and encouraging the client to seek professional advice as required

discussing fitness and nutrition and encouraging the client to seek professional advice as required

identifying when regular health checks were last undertaken and, if required, facilitating referrals or appointments

arranging for health assessments based on need

arranging for medication reviews based on need

proactively developing strategies to support and encourage clients to improve physical health

using established and credible information sources to promote healthy living habits to clients

Did the student provide information, resources and support to clients to promote cultural/spiritual wellbeing?

Spiritual wellbeing includes

involvement in cultural activities and networks

ability to practice own culture

good links within own culture

Resources include:

available services

available programs

Supports include:

working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions, activities and practices

identifying cultural and spiritual needs and activities the client wants to undertake or changes that they would like to

make

identifying other people or resources required to introduce these changes

supporting the person to implement cultural/spiritual strategies and access resources

identifying with the client and addressing any cultural improvements to practice

Did the student provide information and resources to clients to explain cognitive wellbeing? Including:

ability to practice coping strategies

mindfulness

relaxation

Did the student work safely? Including:

communicating with clients about safety

managing risks

following organisational policy and procedures in relation to safety

planning for safety

planning for emergencies/crises

duty of care

Did the student apply strategies to ensure that they adhered to relevant legislation, codes of practice and

organisational policy and procedures related to wellbeing, or communicate with clients about legislation

related to wellbeing? Including:

privacy and confidentiality

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

disclosure

anti-discrimination

Did the student work with clients to identify strengths and strategies within the domains of wellbeing with

the aim of keeping them strong?

Did the student describe how they have facilitated a client’s dignity of risk?

Did the student meet their duty of care obligations without compromising a client’s dignity of risk?

Did the student ensure that they have respected the human rights of their clients?



ASSESSMENT TASK 4: WRITTEN QUESTIONS

Yes No

Did the student answer all questions correctly? (Please note which questions were answered incorrectly, if

applicable.)

If ‘no’ to the above, did you identify gaps in the student’s understanding and knowledge?

If ‘yes’ to the above, have arrangements have been made for reassessment?

Please note any reasonable adjustments for this task below.

I have reviewed the mapping to this task.

I have analysed the evidence gathered against the requirements of this task and am satisfied that the student has

satisfactorily demonstrated the knowledge required of this unit.

Where any items above are marked ‘No’, please provide comments and outline the gaps below. Ensure feedback is

provided to the student on their Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.

Assessment Task 4 outcome: Satisfactory Not Satisfactory

Date: __________________________________

Student name: ____________________________________________________________________________

Assessor name: ___________________________________________________________________________

Assessor signature: ________________________________________________________________________



Record of Assessment Outcomes: CHCMHS011

This section records the outcome of each task/assessment requirement so that the final assessment outcome

can be determined for CHCMHS011 Assess and promote social, emotional and physical wellbeing.

The table below shows all the assessment requirements for this unit. Once the student has satisfactorily

completed all requirements related to the unit, they can be given a Final Assessment Result of ‘Competent’. Final Assessment Results should only be recorded once all tasks have been attempted.

Assessment Tasks

Task Outcome

Satisfactory (S)

Not satisfactory

(NS) Date

Assessor

initials


Assessment Task 2: Supervisor report

Assessment Task 3: Direct observation


Final Assessment Results Result (C/NYC) Date

CHCMHS011 Assess and promote social, emotional and

physical wellbeing

Student name:

Assessor name:

Assessor signature: Date: / /

CHCMHS011 SD REFLECTIVE JOURNAL (ID 155237)


Reflective Journal

Student’s name:

Employer:

Position:

Summary of role:




Have I done











− education

− employment

− community

− volunteering



5.2. Resources include:

− available services

− available programs

5.3. Supports include:

− working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions activities and practices

− identifying cultural and spiritual needs and activities the client wants to undertake or changes that they would like to make

− identifying other people or resources required to introduce these changes

− supporting the person to implement cultural/spiritual strategies and access resources

− identifying with the client and addressing any cultural improvements to practice

☐ 6. Describe how you have provided information and resources to clients to explain cognitive wellbeing including:

6.1. ability to practise coping strategies

6.2. mindfulness

6.3. relaxation

☐ 7. Describe how you work safely including:

☐ 7.1. communicating with clients about safety

☐ 7.2. managing risks

☐ 7.3. following organisational policy and procedures in relation to safety

☐ 7.4. planning for safety

☐ 7.5. planning for emergencies/crises

☐ 7.6. duty of care

☐ 8. Describe how you have applied strategies to ensure that you adhere to relevant legislation, codes of practice and organisational policy and

procedures related to wellbeing or communicate with clients about legislation related to wellbeing including:

☐ 8.1. privacy and confidentiality

☐ 8.2. dignity of risk

☐ 8.3. duty of care



Reflective journal template

Date Activity

(Describe what you did and explain how you applied your skills and knowledge)

Item

#

Reflection

(What went well? What would you do differently next time?)

Supervisor

initials

Note: Remember to de-identify all entries in your journal to protect the privacy of the clients you work with and their families.

CHCMHS011 SD SUPERVISOR REPORT (ID 155236)


SUPERVISOR REPORT

INSTRUCTIONS TO THE SUPERVISOR

As part of the evidence of competency for this student, we are seeking reports from the student’s work placement supervisor. This forms part of the evidence for

CHCMHS011 Assess and promote social, emotional and physical wellbeing.

What is the purpose of this?

The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills

satisfactorily to workplace requirements on a regular basis.

How will the information I provide be used?

The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about

competency.

How and when do I fill in the report?

You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are

confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations and

standards.

Please also include comments and examples in the space provided wherever possible.

If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about why you have said ‘No’. If you are unsure or are not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column. If the student is still undertaking placement, you may still be able to watch their work in these areas and comment on the suitability of their skills.

What should I do if I am unsure of the expectations?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this supervisor report. The student will have their direct contact details.

Who should fill in this report if I am unable to do so?

If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to

confirm skills in the other areas. They will also need to sign the report.




Yes

(✓)

No

(✓)

Not able to

confirm (✓)


− arranging for medication reviews based on need

− proactively developing strategies to support and encourage

clients to improve physical health

− using established and credible information sources to promote

healthy living habits to clients


explains and supports cultural/spiritual wellbeing?

Cultural/spiritual wellbeing might include:

− involvement in cultural activities and networks

− ability to practice own culture

− good links within own culture

Resources might include:

− available services

− available programs

Support might include:

− working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions, activities and

practices

− identifying cultural and spiritual needs and activities the client

wants to undertake or changes that they would like to make

− identifying other people or resources required to introduce

these changes

− supporting the person to implement cultural/spiritual strategies

and access resources

− identifying with the client and addressing any cultural

improvements to practice




Yes

(✓)

No

(✓)

Not able to

confirm (✓)


Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.

Supervisor’s signature:


Date:

Documents

ASSESSMENT KIT SAMPLE - eduworks.com.au€¦ · Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill