Certificate IV in ageing support CHC43015 - TAFE NSW Web viewCertificate IV in Ageing support...

Certificate IV in ageing

support CHC43015 20

16

Personal and

community services

Macquarie Fields

Assessment Booklet

Foreword

To all Community Services Students,

Welcome to Macquarie Fields College of TAFE Community Services Section. We trust that your studies in 2016 will be enjoyable, fulfilling and will provide you with opportunities for academic learning and professional development. We hope that the learning will enhance your personal awareness, and increase your employment and career prospects. We look forward to working closely with you.

Qualification PathwayUnits covered in this courseCore Units

CHCADV001 Facilitate the interests and rights of clients

CHCAGE001 Facilitate the empowerment of older people

CHCAGE003 Coordinate services for older people

CHCAGE004 Implement interventions with older people at risk

CHCAGE005 Provide support to people living with dementia

CHCCCS006 Facilitate individual service planning and delivery

CHCCCS011 Meet personal support needs

CHCCCS023 Support independence and wellbeing

CHCCCS025 Support relationships with carers and families

CHCDIV001 Work with diverse people

CHCLEG003 Manage legal and ethical compliance

CHCPAL001 Deliver care services using a palliative approach

CHCPRP001 Develop and maintain networks and collaborative partnerships

HLTAAP001 Recognise healthy body systems

HLTWHS002 Follow safe work practices for direct client care

Elective units BSBMGT401 Show leadership in the workplace HLTHPS006 Assist clients with medication HLTHPS007 Administer and monitor medication

(Please note to do the medication units you must have the support of your workplace otherwise alternative electives need to be completed)

Certificate IV in Ageing Support CHC43015 Assessment Booklet Version 1 Page | 2Personal & Community Services Faculty 2016Disclaimer: Printed copies of this document are regarded as uncontrolled.

Macquarie Fields Community Services Contact Details

Name Telephone Email Location Macquarie Fields TAFE Switchboard

9829 0256 A Block

Gricel Mendez – Head Teacher

98290362 [email protected]

Katrina Bryan Certificate IV coordinator

98290308 [email protected] M102

Jan Loftus Certificate IIIcoordinator

98290313 MG

Counselling Unit 9829 0244 AG.01

Library 98290237 B Block

Certificate IV in Ageing Support CHC43015 Assessment Booklet Version 1 Page | 3Personal & Community Services Faculty 2016Disclaimer: Printed copies of this document are regarded as uncontrolled.

Certificate IV Ageing Support CHC43015

This qualification reflects the role of support workers who complete specialised tasks and functions in aged services; either in residential, home or community based environments. Workers will take responsibility for their own outputs within defined organisation guidelines and maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery.

Workers may be required to demonstrate leadership and have limited responsibility for the organisation and the quantity and quality of outputs of others within limited parameters.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging RulesTotal number of units = 18

15 core units 3 elective units, consisting of: at least 2 units from the electives listed below up to 1 unit from the electives listed below, any endorsed Training Package or accredited

course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core unitsCHCADV001 Facilitate the interests and rights of clients

CHCAGE001 Facilitate the empowerment of older people

CHCAGE003 Coordinate services for older people

CHCAGE004 Implement interventions with older people at risk

CHCAGE005 Provide support to people living with dementia

CHCCCS006 Facilitate individual service planning and delivery

CHCCCS011 Meet personal support needs

CHCCCS023 Support independence and wellbeing

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CHCCCS025 Support relationships with carers and families

CHCDIV001 Work with diverse people

CHCLEG003 Manage legal and ethical compliance

CHCPAL001 Deliver care services using a palliative approach

CHCPRP001 Develop and maintain networks and collaborative partnerships

HLTAAP001 Recognise healthy body systems

HLTWHS002 Follow safe work practices for direct client care

Some Electives include

CHCAGE002 Implement falls prevention strategies

CHCAGE006 Provide food services

CHCCCS001 Address the needs of people with chronic disease

CHCCCS007 Develop and implement service programs

CHCCCS010 Maintain a high standard of service

CHCCCS017 Provide loss and grief support

CHCCCS021 Respond to suspected abuse

CHCCOM002

Use communication to build relationships

CHCDIS008 Facilitate community participation and social inclusion

CHCDIS009 Facilitate ongoing skills development using a person-centred approach

CHCDIV003 Manage and promote diversity

HLTHPS006 Assist clients with medication

HLTHPS007 Administer and monitor medications

HLTWHS003 Maintain work health and safety

BSBLDR402 Lead effective workplace relationships

BSBMGT401 Show leadership in the workplace


Qualification Mapping Information

No equivalent qualificationCourse Grading: This qualification is not graded.When you finish this course you will receive a qualification which shows your level of achievement - as an AC ( Achieved competency) or NC. (Not competent) REQUIREMENTS AND ADVICE FOR STUDENTS PARTICIPATING IN WORK PLACEMENTSome or all of the following advice will apply to you, depending on your course and the type of organisation where you will be undertaking work placement.

National Criminal Record Check for those needing to complete work placement Before you undertake work placement in you will be required to undertake a Criminal Record Check (CRC) to obtain a National Police Certificate, either through a state or territory police service or through the Australian Federal Police. If you have a criminal record depending on the recorded offence this may mean you will not be able to do placement within the community services sector and is beyond our control as i t is up to the individual organisations. Placement is a mandatory part of the course.f you are under 18 years of age at the commencement of your course you will have to get permission from your parent or guardian to get a CRC.

Working with Children Check for those needing to complete work placementA Prohibited Employment Declaration and Working with Children Check must be signed by each student. Students who have committed a breach of discipline or who are assessed as presenting a significant risk to themselves or others during work placement may be prevented from undertaking or continuing further work placement. This may mean they will not complete the course.

STUDENT RESPONSIBILITIES IN WORK PLACEMENT

To help you understand your responsibilities in the workplace, you will be given a Student Code of Conduct which indicates expected standards of behaviour in the workplace. Students who have committed a breach of discipline or who are assessed as presenting a significant risk to themselves or others during work placement may be prevented from undertaking or continuing work placement. This may mean they will not complete the course. If you require any further information talk to your teacher.

STUDENT READINESS FOR WORK PLACEMENT for those needing to complete work placement

Generally, work placements will only occur after there has been a reasonable amount of student/teacher contact. Wherever possible, an assessment event will be undertaken by students to determine work placement readiness. Based on the evidence provided, the teacher will form a judgement as to the student's readiness to benefit from workplace learning and perform workplace duties with:

· the required level of expertise· due regard to ethical conduct· avoidance of behaviour posing an unacceptable level of risk to themselves, workplace


employer/employees or clients/customers, including those in vulnerable circumstances.

If you require any further information about any work placement requirements, talk to your teacher.

In many TAFE NSW courses, some of the learning and assessment occurs in the workplace or a simulated workplace. A simulated workplace is very similar to a real workplace and may have clients, but is usually within a TAFE NSW campus.

TAFE NSW has a responsibility to protect members of the public (and the students themselves) from being harmed by students taking part in workplace or simulated workplace learning. If there is evidence that your skills or behaviour could present a risk to yourself or other people in the workplace, you may not be allowed to participate in a work placement, at least for a period of time.

Your teacher will explain to you and your workplace supervisor the range of duties for which you have the skills and knowledge. You must not carry out duties other than those indicated by your teacher.

You need to take particular care if workplace clients are people who may be in vulnerable circumstances - for example, people who are frail, children, young people, people with a disability or people who are receiving a type of service which may put them in vulnerable circumstances (for example, massage therapy or nursing care).

Students who have committed a breach of discipline or who are assessed as presenting a significant risk to themselves or others during work placement may be prevented from undertaking or continuing further work placement. This may mean they will not complete the course.

Your teacher or an enrolling officer can provide you with more information about this policy. If you are unsure about whether it may prevent you from completing a course you could discuss the matter with a staff member of TAFE NSW Counselling and Career Services.

1. LEARNER SUPPORTStudents who require support to meet their learning goals may co-enrol in the Learner Support course (TAFE Course Number 9999). Talk to your teacher if you think you may require learner support.Recognition:


TAFE recognises the skills and knowledge you have gained through previous studies, work and life experiences. We call this RECOGNITION.

If you are given recognition for a unit/module you do not need to do it. In some cases recognition may allow you to complete your course faster.If you want to apply for recognition for any unit/module in your course you should obtain a copy of the Recognition Guide for that unit/module and discuss it with your teacher.

Employability skills were also an integral part to workplace competency readiness and embedded and explicit within each unit of competency.

However employability skills are being phased out and replaced by foundation skills As such, they must be integrated holistically into the design, customisation, delivery and assessment of qualifications. Employability skills include:

communication team work problem solving initiative and enterprise planning and organising self- management learning technology

Foundation skills include Learning oral communication numeracy reading writing and

This section of the assessment booklet will provide you with information about:1. Community Services Section- contact details2. Criteria for performance level and grading3. Our assessment policy (including policies related to Assessment Cover Sheets and

Extensions)4. Copies of Assessment Cover Sheets and Extension Application Form5. Students’ guide to assessments6. Information for culturally and linguistically diverse students 7. Some useful suggestions on how to prepare a good assessment and links to information

about American Psychological Association (APA) style of referencing.


Assessment Policy

Units are continuously assessed throughout the semester. Assessment tasks include written essays and reports, in-class tests, role-plays and in-class oral presentations. Some work will require collaboration with fellow students in a group. In some assessments, you may be marked as a group.

Submission – Due date and late Assessments

You will lose marks for late submission of assessments unless you have requested and received an extension from your class teacher within the appropriate time before the assessment due date.

This policy applies to all students

All assessments are to be submitted on the date due in class or through Moodle. If you require an extension, you need to discuss this with your unit teacher and make sure you submit an extension form. Late submissions could put at risk of receiving a Not competent (NC)

1. Extensions for submission of assessments will only be given if a written request has been given to the class teacher on the extension request form one week prior to the due date. The teacher is responsible for considering your request and must sign the completed extension request form. The teacher will give a maximum of 1 week of extension (an extension form is included in this booklet). Requests for longer extensions must be discussed with the class teacher. The pressure of TAFE assessment workload is not an acceptable reason for an extension. Teachers may give the whole class an extension at their own discretion. If this occurs, students will be notified verbally in class (not by emails).

2. If a student is unable to sit a class test or a class presentation, they must notify the class teacher prior to the assessment due date. Requests to sit the test or deliver the presentation on another day need to be made by completing the extension request form. If a student does not notify the class teacher prior to the assessment due date, a zero mark may apply for the assessment item.

3. If a student is late for the presentation of a fellow student, they will be unable to enter the assessment room until that presentation is completed, and will be required to wait quietly outside the room.

4. The penalties for late submissions of assessments (without extensions) could lead to an unsatisfactory. Assessments submitted more than 14 days after the due date should be referred to the

Head Teacher unless an extension has been negotiated with the teacher.

5. When a student is caught cheating under examination conditions, he/she will automatically receive no marks for the assessment event. All instances of cheating will be formally recorded in the class Roll Book by the subject teacher.

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6. When individual assessments are set (as opposed to group assessments), students are required to submit their own (original) work for the assessment. If a class teacher receives work from two students which is substantially identical, both students will receive a fail grade for that assessment.

7. Plagiarism involves submitting or presenting work in a course as if it were the student’s own work done expressly for that particular unit when, in fact, it is not.

You must always acknowledge sources and quotations. Failure to do so is considered plagiarism. There are a number of ways of referencing and it is advisable to ask your teacher for more details. Remember to include a reference list (called Bibliography) at the end of your work.

Most commonly, plagiarism exists when:

the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;

parts of the work are taken from another source without reference to the original author; or the whole work, such as an essay, is copied from another source.

collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism. It also includes cheating or other academic misconduct by others.

any other academic misconduct includes tampering or attempts to tamper with examination scripts, class work, grades or class records;

failure to abide by directions of an academic member of staff regarding the individuality of work to be handed in;

acquisition, attempted acquisition, possession or distribution of examination materials or information without the authorisation of the academic member of staff;

impersonation of another student in an examination or other class assignment; falsification or fabrication of clinical, practical or laboratory reports; or non-authorised use of

tape recording of lectures.

Referencing


When preparing a reference list or bibliography, students will be required to use the American Psychological Association (APA) referencing system. More information on referencing will be provided throughout the year. Layout and Format Required (Written Assessments)

Each assessment MUST have a COVER SHEET stapled to the front. You will find a cover sheet included in this booklet. Your teacher will sign your assignment cover sheet to verify that they have received your assignment;

Preferably TYPE your assessments or WRITE LEGIBLY in INK. Word processing facilities are available in the library;

If typing, use at least space and a half between lines;

Write or type on ONE SIDE of the each sheet of paper only;

Leave a 4 cm MARGIN of on the left-hand side of the page and include your name on each page;

Pages should be NUMBERED consecutively and STAPLED together at the TOP LEFT HAND CORNER. Please do not use paper clips or pins. Paper clips are not secure and your sheets may be lost. Pins are hazardous;

You may place your whole assessment in one plastic sleeve but do not place each page in a separate plastic sleeve inside a folder;

Keep to the prescribed length for the assessment. Part of the art of writing is to say what is important in the given word limit. You may lose marks if your work falls short of, or exceeds the stated length by a significant amount (approximately 10%);

Always proofread your assessment before submission. Preferably leave some time (a day or two) between preparing your final submission and proofreading. This helps maximise your result by ensuring your writing makes sense and you have neither left any important material out, not made any errors;

Always keep a photocopy of your assessment. This is insurance for you in the event of your assessment going astray;


Some assessments will be marked pass/fail and some will be graded. Your teacher will explain how the grading system;

Assessment marks are generally regarded as final and re-marking of any assessment will only be considered if the assessment has received a FAIL grade. Please see the Head Teacher if you are requesting a re-mark. Re-marked assessments can only be re-marked to 50% i.e. to a pass.

A re-submission of a failed assessment will only be considered if you have failed within 10% of a pass grade. For ungraded assessments, you will need to discuss the matter with your teacher.

Assessment items will be returned to students in class or via Moodle. If you are unable to collect your assessment in class, please provide your teacher with a self-addressed and stamped envelope to ensure that your assessment will be returned to you. Assessments that have not been collected / returned as per the policy will be shredded at the end of the semester.


Assessment Task - Cover Sheet Student Name:

Qualification Name National CodeUnit/s Name Unit/s Number

Name of Activity Version AQF LevelDate Handed In

Please note that TAFE is required to retain all completed assessments, where practical, for a period of six (6) months (or in accordance with regulatory/licencing requirements) after the completion of a

student’s studies.Assessor Feedback

oWritten

o Electronic

o Verbal

o Practical

Assessor’s Comments:

Satisfactory UnsatisfactoryAssessor’s Signature: Date:

Student Feedback on Assessment

Student’s Comments: Would you like to make any comments about this assessment?Also by signing at the bottom you are signing that this assessment is your work.

Student’s Signature: Dat e:

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COMMUNITY SERVICESEXTENSION APPLICATION FORM

Student Name: Teacher:

IDENTIFY THE ASSESSMENT TASK FOR WHICH YOU ARE REQUESTING AN EXTENSION

Assessment Task Number:

Component Number:

Name of Assessment Task:

REASON FOR EXTENSION (IF FOR REASONS OF ILLNESS, PLEASE ATTACH MEDICAL CERTIFICATE).

Teacher’s signature:

Date:

NB: Applications for extension must be lodged at least 1 week prior to the due date.


Staff use only

Extension approved/denied:

New due date:

Advice on writing good assessments!

There are many ways of writing a good assessment, and these are just some of the suggestions that may help you.

1. Firstly, you need to research a particular topic that you are writing about.

Research means gathering class notes, books, journal and newspaper articles and any other information that you find on the inter net that relates to the topic of your assessment.

2. Secondly, you need to summarise how different sources relate to your chosen topic, and organise them.

Read each selected source for understanding; Jot down its key points and mark any sentences you may wish to quote; Use these key concepts to rewrite the information clearly and concisely, turning

key words into thoughtful sentences which are your own; Key concepts can also be summarised in visual forms such as graphs, diagrams or

timelines.

3. Now, organise your notes into something meaningful which means that you have to divide your topic into main headings and subheadings.

The first section is usually an introduction, giving an overview of the topic, defining terms of your general argument.

The middle sections are used to develop, explain and elaborate on points or progressively impart information.

The last section, a conclusion, draws together your findings or concisely summarises your opinion.

4. It’s time to write the first draft of your assessment. How do you do that?

Synthesise or pull together related data from all your summarised research sources, linking ideas into paragraphs of information which show your understanding of the topic;

Decide where to include direct quotations to support your opinion, or where to insert visuals (pictures, graphs, tables) to enhance understanding;

Write a first draft of your assignment, using this data and working within the structure of your presentation plan.


5. Now, that you have a first draft of your assessment, you will need to edit it (or rewrite it) so that it clearly shows your understanding of the chosen topic.

Edit your draft, which means rewrite the information that you have put together in your first draft and organise the layout, or titles, subtitles, fonts and spacing. It helps to leave your writing aside for a time before doing this review.

Re-write to get it right!

6. Finally, you will need to acknowledge your sources within your assessment so that you avoid any plagiarising. Plagiarism means to directly copy information into your assignment without acknowledging its source. It is both dishonest and risky.

Remember to continually keep referencing your work, acknowledging the specific sources of your direct quotes and accurately recording the bibliographic details of all the information sources used. These may be print as well as electronic.

7. Now, you are ready to write up a final list of all sources that you have used in writing your assignment.

This complete list of all your references in your assignment is called a Bibliography and is written at the end of your assignment. A Bibliography is a list of all the sources you have used to gather information. Your teacher has asked you to use an American Psychological Association (APA) style of referencing. To find out more about writing a bibliography and about APA style of referencing go to:

http://www.usq.edu.au/library/infoabout/ref_guides/default.htm

Congratulations, you now have a winning assignment!N.B Some segments and ideas for the above document have been downloaded fromhttp://www/swsi.tafensw.edu.au/studentservices/library/infolit/presenting/present01.htm

Clustering Many units have similarities and can be clustered together Clustering involves the grouping of competencies into combinations for training and or assessment purposes for sufficiency, to reflect a role to meet the needs of enterprise.

Please note for many of your assessments you will be doing personal care plans. At times you may be able to re- use your plans for other units of delivery and just modify or add additional information to support the assessment needs. I recommend you keep a file with your developed care plans and use as required.






Student Assessment Guide – CHCDIV001 Work with Diverse People

Unit Code: CHCDIV001

Unit name: Work with diverse people

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

Elements:

1. Reflect on own perspectives

2. Appreciate diversity and inclusiveness, and their benefit

3. Communicate with people from diverse backgrounds and situations.

4. Promote understanding across diverse groups

Reporting of assessment outcomes

This unit is ungraded which means your result will be recorded and reported as Achieved Competent or Not Competent AC – Achieved Competency or NC - Not Competent and you must achieve a satisfactory (S) result in ALL assessment tasks to achieve an overall achieved competency (AC) grade.

To obtain a graded / competent outcome

The learners result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency and grading criteria.

The learner is able to satisfactorily apply all elements, the performance criteria, the essential knowledge & skills & the critical aspects of assessment specific to the unit in a range of situations. The learner uses known information in relevant situations.

To obtain a not yet competent gradeThe learner has not provided sufficient evidence to demonstrate achievement of all elements, performance criteria, the essential knowledge & skills & the critical aspects of assessment specific to the unit.


If you are unable or do not provide sufficient evidence for this unit, the assessor will provide you with feedback and guidance on what you will need to do before you can attempt to achieve this unit of competency again.

Requirements to successfully complete this unit of competencyAssessment 1: Personal values and beliefs Part 1 and 2 Assessment 2: Research project Assessment 3: Workplace reflections (Questions and Answers)

What student will needInternet access, computer, laptop or tablet, pens, notepad and access for all the course resource and material. The following is the same for all Student assessments:

Recognition and creditCredit may be applicable for previous study. You may be eligible to apply for recognition for previous learning, experience and skills. Talk to your teacher to discuss what credit or recognition you can apply for. Additional recognition information is available on the TAFE NSW- SWSi internet site .

More about assessment"Every Student's Guide to Assessment in TAFE NSW" provides information you need to know about assessment including information about the kinds of assessment, how you will be accessed and a checklist to confirm that you have all the information to support your study. Every student studying in TAFE NSW can access a copy of Every Student's Guide to Assessment on SWSi Internet. Copies are provided by your teacher when you receive your assessment guides.

Student support and servicesYou will receive a copy of the institute Student service guide A-Z on enrolment. The guide and links to the following support services are all available on the SWSI internet

Aboriginal student support Counselling and career advice Disability services International student services Library services Multicultural education

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Student acknowledgement – receipt of assessment informationOnce you commence study you will be required to sign or acknowledge that you have received the student assessment guidelines for the course and units of competency in which you have enrolled.

Student Assessment Guide – HLTAAP001 Recognise healthy body systems Certificate IV in Ageing support CHC43015 Assessment Booklet Feb – June 2016CHASS Faculty, Personal and Community Services SectionDisclaimer: Printed copies of this document are regarded as uncontrolled. Page | 20

http://swsi-web01.squiz.net/

https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf

http://swsi-web01.squiz.net/apply-and-enrol/get-your-skills-and-qualifications-recognised

Unit Code: HLTAAP001

Unit name: Recognise healthy body systems

Unit Purpose: ApplicationThis unit describes the skills and knowledge required to work with basic information about the human body and to recognise and promote ways to maintain healthy functioning of the body.

This unit applies to any worker who needs to use and interpret information that includes references to client anatomy and physiology.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements:

1. Work with information about the human body

2. Recognise and promote ways to support healthy functioning of the body

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.









Requirements to successfully complete this unit of competencyAssessment 1: Moodle Quizzes (completed online via the healthy body systems Moodle ) Assessment 2: Workplace reflections (Questions and Answers)

What student will needInternet access, computer, laptop or tablet, pens, notepad and access for all the course resource and material. Access to Moodle – Healthy body systems https://swsi.moodle.tafensw.edu.au/course/view.php?id=2405#section-3

Student Assessment Guide – HLTWHS002 Follow safe work practices for direct care

Unit Code: HLTWHS002

Unit name: Follow safe work practices for direct care


https://swsi.moodle.tafensw.edu.au/course/view.php?id=2405#section-3

https://swsi.moodle.tafensw.edu.au/course/view.php?id=2405#section-3

ApplicationThis unit describes the skills and knowledge required for a worker to participate in safe work practices to ensure their own health and safety, and that of others in work environments that involve caring directly for clients. It has a focus on maintaining safety of the worker, the people being supported and other community members.

This unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, in both centre-based and home-based service provision.


Elements:

1. Follow safe work practices for direct client care

2. Follow safe work practices for manual handling

3. Follow safe work practices for infection control

4. Contribute to safe work practices in the workplace

5. Reflect on own safe work practices

Foundation Skills


Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and safety instructions

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit









Requirements to successfully complete this unit of competencyAssessment 1: Simulated fire evacuation with questions and answers in class Assessment 2: Workplace inspection risk assessment Assessment 3: Safe work practices checklist Assessment 4:Workbased incident form

What student will needInternet access, computer, laptop or tablet, pens, notepad and access for all the course resource and material.

Student Assessment Guide – CHCCCS011 Meet personal care needs

Unit Code: CHCCCS011

Unit name: Meet personal care needs


ApplicationThis unit describes the skills and knowledge required to determine and respond to an individuals physical personal support needs and to support activities of daily living.

This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work rroed out under regular direct or indirect supervision.


Elements:

1. Determine personal support requirements

2. Maximise participation

3. Provide personal support

4. Complete reporting and documentation

Foundation Skills


The remaining foundation skills essential to performance are explicit in the performance criteria of this unit









Requirements to successfully complete this unit of competencyAssessment 1:Supporting two clients ADL’S (Observation checklist) Assessment 2:Manual handling scenario’s Assessment 3:Moodle Quiz Assessment 4:Demonstration checklist


Student Assessment Guide – CHCLEG003 Manage legal and ethical compliance

Unit Code: CHCLEG003

Unit name: Manage legal and ethical compliance


ApplicationThis unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities.

This unit applies to people working in roles with managerial responsibility for legal and ethical compliance in small to medium sized organisations. There may or may not be a team of workers involved.


Elements:

1. Research information required for legal compliance

2. Determine ethical responsibilities

3. Develop and communicate policies and procedures

4. Monitor compliance

5. Maintain knowledge of compliance requirements

Foundation Skills











Requirements to successfully complete this unit of competencyAssessment 1: Short answer question and answers Assessment 2: Case studies by 3 breach of legal and or ethical requirements Assessment 3: Research task policies and procedures


Student Assessment Guide – CHCPRP001 Develop and maintain networks and collaborative partnerships

Unit Code: CHCPRP001

Unit name: Develop and maintain networks and collaborative partnerships

Application


This unit describes the skills and knowledge required to identify networking and collaboration needs and develop formal and informal partnerships to enhance service delivery and improve professional practice. This unit applies to work in all industry sectors, and to individuals who take pro-active responsibility for improving collaboration between workers and organisations.

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

Elements:

1. Identify networking and collaboration needs and opportunities

2. Develop collaboration strategies

3. Work collaboratively

4. Represent the organisation5. Maintain and enhance networks and collaborative partnerships

Foundation SkillsThe Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit.



To obtain a graded / competent outcome The learners result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency and grading criteria.





Requirements to successfully complete this unit of competencyAssessment 1: Research networking task /portfolio Assessment 2: Moodle Quiz Assessment 3: Role play


Student Assessment Guide – CHCAGE001 Facilitate the empowerment of older people

Unit Code: CHCAGE001

Unit name: Facilitate the empowerment of older people

Application


This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life , using a person centred approach


Elements:

1. Develop relationships with older people

2. Provide services to older people

3. Support the rights of older people

4. Promote health and re-ablement of older people

Foundation Skills











Requirements to successfully complete this unit of competency For the purpose of assessment this unit will be clustered with CHCCCS023 Support independence and wellbeing and CHCADV001 Facilitate the interests and rights of older people. (Empowerment cluster)

Assessment 1: Simulation – Promotion of independence ,wellbeing, goals and aspirations using a person centred approach , identify any risks or potential risks Assessment 2: Moodle Quiz Assessment 3: Work based client interaction checklist Assessment 4: Clinical skills log work based


Student Assessment Guide – CHCCCS023 Support independence and wellbeing.


Unit name: Support independence and well being


ApplicationThis unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.This unit applies to workers in a range of community services context who provide frontline support services within the context of an established individualised plan.


Elements:

1. Recognise and support individual differences

2. Promote impendence

3. Support physical wellbeing

4. Support social, emotional and psychological wellbeing

Foundation Skills











Requirements to successfully complete this unit of competency For the purpose of assessment this unit will be clustered with CHCAGE001 Facilitate the empowerment of older people and CHCADV001 Facilitate the interests and rights of older people (empowerment cluster) Assessment 1: Simulation – Promotion of independence, wellbeing, goals and aspirations using a person centred approach , identify any risks or potential risks Assessment 2: Moodle Quiz Assessment 3: Work based client interaction checklist Assessment 4: Clinical skills log work based


Student Assessment Guide – CHCADV001 Facilitate the interests and rights of clients

Unit Code: CHCADV001

Unit name: Facilitate the interests and rights of older people


ApplicationThis unit describes the skills and knowledge required to assist clients to identify their rights, voice their needs and concerns and realise their interests rights and needs.This unit applies to workers of all levels in a range of health and community service settings who provide services using a human rights based approach and have direct interaction with clients


Elements:

1. Facilitate the realisation of clients’ interests, rights and needs

2. Advocate in accordance with client preferences and requests to optimise client outcomes

3. Support physical well-being Provide ongoing support to clients

4. Support clients making a complaint

5. Review progress

Foundation Skills











Requirements to successfully complete this unit of competency For the purpose of assessment this unit will be clustered with CHCAGE001 Facilitate the empowerment of older people and CHCCCS023 Support inference and wellbeing (empowerment cluster) Assessment 1: Simulation – Promotion of independence, wellbeing, goals and aspirations using a person centred approach , identify any risks or potential risks Assessment 2: Moodle Quiz Assessment 3: Work based client interaction checklist Assessment 4: Clinical skills log work based


Student Assessment Guide – CHCAGE005 Provide support to clients living with dementia


Unit name: Provide support to clients living with dementia


ApplicationThis unit describes the skills and knowledge required to provide a person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan.

This unit applies to workers in a residential or community context, including family homes. Work performed requires some direction and judgement and may be carried out under regular direct or indirect supervision.


Elements:

1. Prepare to provide support to those affected by dementia

2. Use appropriate communication strategies

3. Provide activities for maintenance of dignity, skills and health

4. Implement strategies which minimise the impact of behaviours of concern

5. Complete documentation

6. Implement self care strategies

Foundation Skills











Assessment 1: Simulated role play (cluster with CHCCCS025 Support relationships with carers ) Assessment 2: Moodle Quiz Assessment 3: Workplace observation (cluster with CHCCCS025 Support relationships with carers )


Student Assessment Guide – CHCCCS025 Support relationships with carers and families


Unit name: Support relationships with carers and families


ApplicationThis unit describes the skills and knowledge required to work positively with 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 context.


Elements:

1. Include carers and family members as part of the support team

2. Assess and respond to changes in the care realtionship

3. Monitor and promote carer rights, health and well being

Foundation Skills











Assessment 1: Simulated role paly with unit CHCAGE005(Dementia) Assessment 2: Moodle quiz Assessment 3: Work based (cluster with CHCCAGE005 Provide support to people living with dementia



Student Assessment Guide – CHCPAL001 Deliver care services using a palliative approach

Unit Code: CHCPAL001

Unit name: Deliver care services using a palliative approach

Application

This unit describes the skills and knowledge required to care for people with life threatening or life limiting illness and / or normal ageing process within a palliative approach.

This unit applies to workers in residential or community context. Work performed requires some discretion and judgement and is carried out under regular direction or indirect supervision.


Elements:

1. Apply principles and aims of palliative approach when supporting individuals

2. Respect the person’s preferences and quality of life choices

3. Follow the person’s advance care directives in the care plan

4. Respond to signs of pain and other symptoms

5. Follow end of life care strategies

6. Manage own emotional responses and ethical issues

Foundation Skills











Assessment 1: Moodle Quizzes Assessment 2: Work based



Student Assessment Guide – CHCAGE003 Coordinate services for older people


Unit name: Coordinate services for older people

Application

This unit describes the skills and knowledge to provide services to an older person. It involves following and contributing to an individualised plan.

This unit applies to workers in residential or community context. Or those in personal care and or support services that work with older people. Work performed requires some discretion and judgement and is carried out under regular direction or indirect supervision.


Elements:

1. Coordinate the delivery of the individualised plan

2. Liaise and negotiate with appropriate personnel and service providers

3. Support family and carers

4. Coordinate feedback

Foundation Skills











This unit will be clustered with CHCAGE004 Implement interventions with older people at risk and CHCCCS006 Facilitate individual service planning and delivery

Assessment 1: Establishment of a service delivery plan including risk minimisation strategies (simulation) Assessment 2: Work based - planning and review of service delivery for 2 clients Assessment 3: Moodle Quiz What student will needInternet access, computer, laptop or tablet, pens, notepad and access for all the course resource and material.


Student Assessment Guide – CHCAGE004 Implement interventions with older people at risk


Unit name: Implement interventions with older people at risk

Application

This unit describes the skills and knowledge required to work in partnership with older people and their carers to implement interventions in the context of an individualised plan to reduce risk.

This unit applies to support workers in residential or community context. Work performed requires a range of well-developed skills where some discretion and judgement and is carried out under regular direction or indirect supervision.


Elements:

1. Assist with the preparation for a risk assessment

2. Contribute to the identification of risks

3. Implement risk minimisation strategies

4. Monitor risk minimisation strategies

Foundation Skills










If you are unable or do not provide sufficient evidence for this unit, the assessor will provide you with feedback and guidance on what you will need to do before you can attempt to achieve this unit of competency again. This unit is Co assessed with CHCCCS006 / CHCAGE003

Assessment 1: Establishment of a service delivery plan including risk minimisation strategies (simulation) Assessment 2: Work based - planning and review of service delivery for 2 clients Assessment 3: Moodle Quiz



Student Assessment Guide – CHCCCS006 Facilitate individual service planning and delivery


Unit name: Facilitate individual service planning and delivery

Application

This unit describes the skills and knowledge required to contribute to the development, implementation and review of individualised support.

This unit applies to workers in a range of community services and service delivery context. Work will involve collaborating with the person requiring support and other people involved in the support network, Service needs may be complex or multiple.


Elements:

1. Establish and maintain relationships

2. Prepare for planning

3. Plan for service delivery

4. Review service delivery implementation

5. Complete reporting requirements

Foundation Skills










If you are unable or do not provide sufficient evidence for this unit, the assessor will provide you with feedback and guidance on what you will need to do before you can attempt to achieve this unit

of competency again. This unit is co assessed with CHCAGE003 / CHCAGE004

Assessment 1: Establishment of a service delivery plan including risk minimisation strategies (simulation) Assessment 2: Work based - planning and review of service delivery for 2 clients Assessment 3: Moodle Quiz



Student Assessment Guide – BSBMGT401 Show leadership in the workplace

Unit Code: BSBMGT401

Unit name: Show leadership in the workplace

Application

This unit describes the skills and knowledge required to lead teams and individuals by modelling high standards of conduct to reflect the organisation’s standards and values.

It applies to individuals who are making the transition from being a team member to taking responsibility for the work and performance of others and providing the first level of leadership within the organisation. These managers have a strong influence on the work culture, values and ethics of the teams they supervise.

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.No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements:

1. Model high standards of management performance and behaviour

2. Enhance organisations image

3. Make informed decisions

Foundation Skills











Assessment 1: Short answer questions and answers Assessment 2: Workbased checklist /observation Assessment 3: Moodle Quiz



Certificate IV in ageing support CHC43015 - TAFE NSW Web viewCertificate IV in Ageing support...

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