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STUDENT ASSESSMENT

GUIDES (SAG’S) BOOK

2016

CERTIFICATE IV IN DISABILITY

CHC43115

Learner Assessment Guide SAG Booklet Cert IV in Disability Sem 2, 2016 version 1 1 of 43 Owner: Community Health, Hospitality & Service Skills Faculty Personal and Community Date created 20/07/2016

Disclaimer: Printed copies of this document are regarded as uncontrolled

Foreword

To all Community Services Learners,

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 Details: CHC43115 Course qualification and name: Certificate IV in Disability (Release 2) Qualification Description

This qualification reflects the role of workers in a range of community settings and

clients’ homes, who provide training and support in a manner that empowers people

with disabilities to achieve greater levels of independence, self-reliance, community

participation and wellbeing. Workers promote a person-centred approach, work

without direct supervision and may be required to supervise and/or coordinate a

small team.

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 Rules

Total number of units = 14

11 core units

3 elective units, consisting of:

at least 2 units from the electives listed below

up to 1 unit from the electives listed below, any endorsed Training Package or

accredited course – these units must be relevant to the work outcome

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

Core units

CHCCCS015 Provide individualised support

CHCDIS002 Follow established person-centred behaviour supports

CHCDIS005 Develop and provide person-centred service responses

CHCDIS007 Facilitate the empowerment of people with disability

CHCDIS008 Facilitate community participation and social inclusion

CHCDIS009 Facilitate ongoing skills development using a person-centred approach

CHCDIS010 Provide person-centred services to people with disability with complex needs

CHCDIV001 Work with diverse people

CHCLEG003 Manage legal and ethical compliance

HLTAAP001 Recognise healthy body systems

HLTWHS002 Follow safe work practices for direct client care

Elective units

CHCADV001 Facilitate the interests and rights of clients

CHCADV002 Provide advocacy and representation services

CHCAGE001 Facilitate the empowerment of older people

CHCAGE003 Coordinate services for older people

CHCAGE005 Provide support to people living with dementia

CHCAOD001 Work in an alcohol and other drugs context

CHCCCS001 Address the needs of people with chronic disease

CHCCCS004 Assess co-existing needs

CHCCCS005 Conduct individual assessments

CHCCCS006 Facilitate individual service planning and delivery

CHCCCS007 Develop and implement service programs

CHCCCS008 Develop strategies to address unmet needs

CHCCCS010 Maintain a high standard of service

CHCCCS011 Meet personal support needs

CHCCCS017 Provide loss and grief support

CHCCCS018 Provide suicide bereavement support



CHCCCS019 Recognise and respond to crisis situations

CHCCCS021 Respond to suspected abuse

CHCCCS023 Support independence and wellbeing

CHCCCS024 Support individuals with autism spectrum disorder

CHCCCS025 Support relationships with carers and families

CHCCCS026 Transport individuals

CHCCCS027 Visit client residence

CHCCOM002 Use communication to build relationships

CHCDIS004 Communicate using augmentative and alternative communication strategies

CHCDIS006 Develop and promote positive person-centred behaviour supports

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCDIV003 Manage and promote diversity

CHCECD001 Analyse and apply information that supports employment and career development

CHCECD002 Deliver and monitor contracted employment services

CHCEDU001 Provide community focussed health promotion and prevention strategies

CHCEDU003 Provide sexual and reproductive health information to clients

CHCEDU004 Develop, implement and review sexual and reproductive health education programs

CHCEDU005 Work with clients to identify financial literacy education needs

CHCEDU006 Improve clients’ fundamental financial literacy skills

CHCEDU007 Provide group education on consumer credit and debt

CHCHCS001 Provide home and community support services

CHCHCS002 Coordinate and monitor home based support

CHCINM001 Meet statutory and organisation information requirements

CHCLAH001 Work effectively in the leisure and health industries

CHCLAH002 Contribute to leisure and health programming

CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs

CHCLLN001 Respond to client language, literacy and numeracy needs

CHCMGT001 Develop, implement and review quality framework

CHCMGT002 Manage partnership agreements with service providers

CHCMHS001 Work with people with mental health issues

CHCPAL001 Deliver care services using a palliative approach

CHCPAL002 Plan for and provide care services using a palliative approach

CHCPRP001 Develop and maintain networks and collaborative partnerships

CHCPRT002 Support the rights and safety of children and young people

CHCSET001 Work with forced migrants

CHCSOH001 Work with people experiencing or at risk of homelessness

CHCVOL003 Recruit, induct and support volunteers

CHCYTH001 Engage respectfully with young people

HLTAAP002 Confirm physical health status

HLTFSE001 Follow basic food safety practices

HLTHPS006 Assist clients with medication



HLTHPS007 Administer and monitor medications

HLTOHC001 Recognise and respond to oral health issues

HLTOHC002 Inform and support patients and groups about oral health

HLTOHC003 Apply and manage use of basic oral health products

HLTOHC004 Provide or assist with oral hygiene

HLTOHC005 Use basic oral health screening tools

HLTOHC006 Apply fluoride varnish

HLTWHS003 Maintain work health and safety

HLTWHS004 Manage work health and safety

BSBFIM501 Manage budgets and financial plans

BSBFLM306 Provide workplace information and resourcing plans

BSBINM201 Process and maintain workplace information

BSBLDR402 Lead effective workplace relationships

BSBMGT401 Show leadership in the workplace

BSBMGT406 Plan and monitor continuous improvement

BSBWOR204 Use business technology

TAEDEL402A Plan, organise and facilitate learning in the workplace

TAEDEL404A Mentor in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion volumes from the CS&HISC website - http://www.cshisc.com.au

Course 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)

http://www.cshisc.com.au/



Qualification Pathway at Macquarie Fields:

Units covered in this booklet

CORE UNITS CHCCCS015 Provide individualised support

CHCDIS002 Follow established person-centred behaviour

supports

CHCDIS005 Develop and provide person-centred service

responses

CHCDIS007 Facilitate the empowerment of people with disability

CHCDIS008 Facilitate community participation and social

inclusion

CHCDIS009 Facilitate ongoing skills development using a person-

centred approach

CHCDIS010 Provide person-centred services to people with

disability with complex needs

CHCDIV001 Work with diverse people

CHCLEG003 Manage legal and ethical compliance

HLTAAP001 Recognise healthy body systems

HLTWHS002 Follow safe work practices for direct client care

ELECTIVE

UNITS

CHCADV001 Facilitate the interests and rights of clients

CHCCOM002 Use communication to build relationships

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander

cultural safety



Macquarie Fields Community Services Contact Details

Name Telephone Email Location

Personal & Community

Services Office Number

9829 0669 M.1.03

Kylie Somalis

Head Teacher

9829 0362 [email protected]

M.1.02

Mohammed Mousalli

Learning Circle

Coordinator

9829 0294 [email protected] M.G.16

Chris Levi

Workplace Coordinator

9829 0239 [email protected] M.1.19

Mary Grigoriadis

Certificate IV Disability

Coordinator


Katrina Bryan

Certificate IV in Ageing

Support Coordinator


Janice Loftus

Certificate III Individual

Support Coordinator


Hayley Tanner

Certificate III in HAS

Coordinator


Sharon Bolstad

Diploma Coordinator


Requirements and advice for learners participating in 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. The cost for National Police Checks vary from organisation to organisation. Only National Police Checks from accredited organisations will be accepted. Please refer to:

https://www.crimtrac.gov.au/sites/g/files/net526/f/National%20Police%20Checking%20Service%20-%20Full%20list%20of%20Accredited%20Organisations_0.pdf?v=1443072731 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 it is up to the individual organisations. Placement is a mandatory part of the course. If 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.

mailto:[email protected]








https://www.crimtrac.gov.au/sites/g/files/net526/f/National%20Police%20Checking%20Service%20-%20Full%20list%20of%20Accredited%20Organisations_0.pdf?v=1443072731

https://www.crimtrac.gov.au/sites/g/files/net526/f/National%20Police%20Checking%20Service%20-%20Full%20list%20of%20Accredited%20Organisations_0.pdf?v=1443072731



Working with Children Check for those needing to complete work placement A Prohibited Employment Declaration and Working with Children Check must be signed by each learner. Learners 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. Apply for your Working With Children Check: https://www.kidsguardian.nsw.gov.au/working-with-children/working-with-children-check/apply/apply#

Learner Responsibilities at Work Placement To help you understand your responsibilities in the workplace, you will be given a Learner Code of Conduct which indicates expected standards of behaviour in the workplace. Learners 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, please talk to the workplace officer.

Learner Readiness for Work Placement Generally, work placement will only occur after there has been a reasonable amount of learner/teacher contact. Wherever possible, an assessment event will be undertaken by learners to determine work placement readiness. Based on the evidence provided, the teacher will form a judgement as to the learner's readiness to benefit from workplace learning and perform workplace duties with the required level of expertise, due regard to ethical conduct and 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, please talk to the workplace officer. 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 learners themselves) from being harmed by learners 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. The workplace officer 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 the workplace officer or the workplace supervisor. 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 personal hygiene).

https://www.kidsguardian.nsw.gov.au/working-with-children/working-with-children-check/apply/apply

https://www.kidsguardian.nsw.gov.au/working-with-children/working-with-children-check/apply/apply



Learner Support Talk to your teacher if you think you may require extra learning support.

Recognition OF Prior Learning:

TAFE recognises the skills and knowledge you have gained through previous studies, work and life experiences. We call this RECOGNITION OF PRIOR LEARNING (RPL)

If you are approved to receive RPL for a unit, you do not need to complete the assessments for that unit. In some cases RPL may allow you to complete your course faster. If you want to apply for RPL for any unit in your course, you should discuss this with your teacher.

Foundation Skills

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 included:

communication

team work

problem solving

initiative and enterprise

planning and organising

self- management

learning

technology

Foundation Skills include:

Learning

Reading

Writing

Oral Communication

Numeracy



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 learners in a group. In some assessments, you may be

marked as a group.

Due date and late Assessments

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

This policy applies to all learners

All assessments are to be submitted in the first half-hour of class on the date due or will be

considered to be late. If you require an extension, you need to discuss this with your unit

teacher.

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 approve and 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, learners will be notified verbally in class (not by emails).

2. If a learner 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 learner does not notify the class teacher prior to the assessment due date, a Not Competent (NC) mark may apply for the assessment item.

3. If a learner is late for the presentation of a fellow learner, 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) are:

Submitted within 7 days after the due date:15% of the total assessment mark will

be deducted;

Assessments submitted 7 – 14 days after the due date: 25% of the total assessment mark will be deducted;

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 learner 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 (via EBS) by the unit teacher.

6. When individual assessments are set (as opposed to group assessments), learners

are required to submit their own (original) work for the assessment. If a class teacher receives work from two learners which is substantially identical, both learners will receive a fail grade for that assessment, and both will be required to complete that assessment again.

7. Plagiarism involves submitting or presenting work in a course as if it were the learner’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 learner 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, learners 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 copy 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 may be graded. Each assessment summary plan below will indicate this;

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.

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 Learner’s studies. 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

Learner Name:

Qualification Name National Code

Unit/s Name Unit/s Number

Name of Activity Version AQF Level

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 Learner’s studies.

Teacher Feedback

o Written

o Electronic

o Verbal

o Practical

Teacher’s Comments:

Satisfactory Unsatisfactory

Teacher’s Signature: Date:

Learner Feedback on Assessment

Learner’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.

Learner’s Signature:

Date:



COMMUNITY SERVICES

EXTENSION APPLICATION FORM

Learner 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).

Staff use only

Extension approved/denied:

New due date:

Teacher’s signature: Date: NB: Applications for extension must be lodged at least one (1) week prior to 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 from class notes, books, journal and newspaper articles and any other information that you find on the internet 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?

Synthesize 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:

Congratulations, you now have a winning assignment!



Assessment Plan Summary This unit is co-assessed with CHCDIV002 & CHCCOM002

Course Name and

Number

Certificate IV in Disability CHC43115

Unit Name and Number CHCDIV001 Work with diverse people

Element of

Competencies

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

Section/College Personal and Community Services - Macquarie Fields

Teacher/s Mary Grigoriadis

Assessment Tools

There are 4 Assessment items for this unit.

Assessment 1: Personal values and beliefs Reflection Part 1 and Part 2

Assessment 2: Research Project

Assessment 3: Workplace Reflection - Short Answer Questions

Assessment 4: Compulsory Activity

Graded Competent (AC)/

Not yet Competent (NC)

This unit is ungraded which means that you will receive an AC or NC at

the end of the course.

You must receive a satisfactory (S) result in all assessments to achieve

an overall achieved competency (AC)

Evidence required The evidence should demonstrate competence in the knowledge and skills required:

Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: undertaken a structured process to reflect on own perspectives on diversity recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations: selected and used appropriate verbal and non verbal communication recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge evidence: 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:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups .

features of diversity in Australia and how it impacts different areas of work and life



political, social, economic, cultural

legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:

discrimination (direct and indirect): age, disability, racial, sex

human rights

Universal declaration of human rights

Relationship between human needs and human rights

Frameworks, approaches and instruments used in the workplace.

key areas of diversity and their characteristics, including: • culture, race, ethnicity • disability • religious or spiritual beliefs • gender, including transgender • intersex • generational • sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects of diversity , of Australian Aboriginal and /or Torres Strait Islander cultures including:

social, political and economic issues affecting Aboriginal and /or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and /or Torres Strait Islander people and their engagement with services

Potential needs of marginalized groups including:

Protective factors

Physical, mental and emotional health issues/ care needs.

Consideration of impacts of discrimination, trauma, exclusion and negative attitudes

Resources that support individual organisations to embrace and respond to diversity

Language and cultural interpreters

imagery

influences and changing practices in Australian and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perceptions and social expectations.

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCDIV001 & CHCCOM002

Course Name and

Number


Unit Name and Number CHCDIV002 Promote Aboriginal and/or Torres Strait Islander

Cultural Safety

Element of

Competencies

1. Identify cultural safety issues in the workplace 2. Model cultural safety in own work 3. Develop strategies for improved cultural safety 4. Evaluate cultural safety strategies



Assessment Tools





Assessment 4: Compulsory Activity








Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace researched culture and history, the impact of European settlement, loss of land and culture and the importance of law and kinship evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may be clients or colleagues.

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: concept of Aboriginal and/or Torres Strait Islander cultural safety in the community services and health context, and its relationship with: cultural awareness cultural competence legislative context for Aboriginal and/or Torres Strait Islander cultural safety the diversity of Aboriginal and/or Torres Strait Islander cultures



historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people and their engagement with community services and health systems, including: impact of European settlement loss of land and culture racism and discrimination past and present power relations own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services factors that contribute to Aboriginal and/or Torres Strait Islander ill health and common diseases experienced by these groups of people: impact of trauma on individuals’ ability for: decision-making communicating understanding retaining information ways to involve Aboriginal and/or Torres Strait Islander people in the planning and delivery of services and programs

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessment must involve persons approved of by relevant local community elders.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCDIV001 & CHCDIV002

Course Name and

Number


Unit Name and Number CHCCOM002 Use Communication to Build Relationships

Element of

Competencies

1. Communicate with clients and co-workers 2. Address communication needs 3. Facilitate meetings



Assessment Tools


Assessment 1: Moodle Quiz











Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of: organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including: strategies for effective interpersonal communication person centred and rights based approaches cross-cultural communication protocols non-verbal communication cues group processes and dynamics



motivational interviewing versus coercive approach collaboration versus confrontation communication strategies to: build and maintain relationships and trust facilitate workplace meetings negotiate for optimal outcomes deliver business presentations address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings professional relationship boundaries digital media and use in community services and health sector, including: web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including use of real workplace policies and procedures modelling typical workplace conditions, including: interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required use of digital media Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCCCS015 & CHCDIS007

Course Name and

Number


Unit Name and Number CHCADV001 Facilitate the Interests and Rights of Clients

Element of

Competencies

1. Facilitate the realisation of client interests, rights and needs 2. Advocate in accordance with client preferences and requests to

optimise client outcomes 3. Provide ongoing support to clients 4. Support clients making a complaint 5. Review progress



Assessment Tools



Assessment 2: Case Study

Assessment 3: Workplace Case Study - Short Answer Questions








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

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of: Universal Declaration of Human Rights relationship between human needs and human rights human rights frameworks, approaches, instruments legal and ethical considerations (international, national, state/territory, local) related to facilitation of client rights and interests and how these impact individual workers: duty of care human rights mandatory reporting



discrimination privacy, confidentiality and disclosure informed consent organisation and legal complaints processes rights and responsibilities of clients, workers and organisations common risks to client safety and wellbeing relevance of child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure actions that constitute discrimination and techniques for addressing it types of community resources, networks and referral options relevant to the nature of client service potential conflict between client needs and organisation requirements differences between negotiation, advocacy, mediation negotiation, advocacy, mediation techniques for the facilitation of client rights empowerment and disempowerment

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCADV001 & CHCDIS007

Course Name and

Number


Unit Name and Number CHCCCS015 Provide Individualised Support

Element of

Competencies

1. Determine support 2. Provide support services. 3. Monitor support activities 4. Complete reporting and documentation



Assessment Tools












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

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: rationale and processes underpinning individualised support planning and delivery: basic principles of person-centred practice, strengths-based practice and active support documentation and reporting requirements roles and responsibilities of different people and the communication between them: carers and family person being supported health professionals



individual workers supervisors service delivery models in the relevant sector legal and ethical requirements and how these are applied in an organisation and individual practice, including: privacy, confidentiality and disclosure duty of care dignity of risk human rights discrimination mandatory reporting work role boundaries – responsibilities and limitations factors that affect people requiring support practices that support skill maintenance and development indicators of unmet needs and ways of responding risk management considerations and ways to respond to identified risks

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including: individualised plans and equipment outlined in the plan infection control policies and procedures modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCADV001 & CHCCCS015

Course Name and

Number


Unit Name and Number CHCDIS007 Facilitate the Empowerment of People with Disability

Element of

Competencies

1. Demonstrate commitment to empowerment for people with disability 2. Foster human rights 3. Facilitate choice and self-determination



Assessment Tools












Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: facilitated access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, using: oral communication skills to maintain positive and respectful relationships with the person with disability appropriate non-verbal communication strategies

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: history and recent developments in disability social versus medical model of service institutionalised versus person-centred, self-directed model of support social constructs of disability and the impact of own attitudes on working with people with disabilities how and when to seek support from more experienced and qualified staff types of disability, including: acquired brain injury autism spectrum disorder cognitive disability developmental delay



intellectual disability neurological impairment physical disability sensory disability, including hearing, vision impairment speech/language disability support practices for people, including but not limited to, the following conditions: genetic factors physical trauma psychological trauma chronic lifestyle conditions acquired brain injury legal and ethical considerations for working with people with disability: codes of conduct discrimination dignity of risk duty of care human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD) informed consent mandatory reporting privacy, confidentiality and disclosure work role boundaries – responsibilities and limitations work health and safety principles of: empowerment rights-based approaches person-centred practices self-advocacy active support active listening social justice, and the importance of knowing and respecting each person as an individual strengths-based approaches strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice how to access and use advocacy services and complaint mechanisms indicators of abuse and/or neglect in relation to people with disabilities

Assessment conditions Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability. The following conditions must be met for this unit: access to individualised plans and any equipment outlined in the plan Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary This unit is co-assessed with CHCDIS005 & CHCDIS010

Course Name and

Number


Unit Name and Number CHCDIS002 Follow Established Person-Centred Behaviour

Supports

Element of

Competencies

1. Apply a person-centred approach to minimise behaviours of concern 2. Review context of behaviours of concern 3. Provide positive behaviour support according to individualised

behaviour support plan 4. Complete documentation



Assessment Tools












Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: provided positive support in response to at least 3 different situations of behaviours of concern responded to at least 1 critical incident relating to adverse behaviour in accordance with individualised behaviour support plan and organisation’s policies and procedures

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: principles and practices of positive behaviour support which focuses on the individual person the social model of disability the impact of social devaluation on an individual's quality of life positive lifestyle enhancement strategies, including: positive reinforcement motivation stress management



engagement in meaningful activities support relationships nutrition environmental and systems improvement organisation policies and procedures relating to behaviour management, including: critical incidents accident and incident reporting restrictions on the use of aversive procedures principles of effective communication and ways to implement these to minimise behaviours of concern indicators that people have unmet needs factors that may contribute to behaviours of concern, including: physical emotional environmental medications specialist services and referral options legal and ethical considerations for working with people with disability: codes of conduct dignity of risk duty of care human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD) constraint imprisonment abuse practice standards work safety and health

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: modelling of industry operating conditions, including: scenarios that present behaviours of concern that occur in real work environments individualised behaviour support plans the organisation’s policies and procedures in relation to behaviours of concern and critical incidents Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA




Course Name and

Number


Unit Name and Number CHCDIS005 Develop and Provide Person-Centred Service

Responses

Element of

Competencies

1. Work with the person to develop and implement person-centred responses

2. Review and monitor person-centred responses 3. Provide service delivery within a quality framework



Assessment Tools












Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: followed procedures for person-centred service delivery in line with the organisation’s quality system, including: developed and implemented at least 3 different person-centred service responses to meet the aspirations, needs, rights and preferences for people with disability, 2 in a simulated environment and 1 in the workplace reviewed and monitored at least 3 individual service responses and made changes that are necessary to improve quality service delivery; met changing needs of the person; addressed barriers and responded to legislative changes, 2 in a simulated environment and 1 in the workplace performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work



Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: relevant networks and services in the broader community current best practice approaches for service delivery legal and ethical considerations for working with people with disability: discrimination dignity of risk duty of care human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

mandatory reporting privacy, confidentiality and disclosure work health and safety principles of: empowerment rights-based approach person-centred practice strengths-based approach access and equity

Assessment conditions All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including: individualised plans and equipment or resources outlined in the plan organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Due date TBA




Course Name and

Number


Unit Name and Number CHCDIS010 Provide person-centred services to people with

disability with complex needs

Element of

Competencies

1. Evaluate and prioritise the needs of a person with complex support issues

2. Develop an individualised plan to achieve maximum quality of life 3. Coordinate the delivery of the individualised plan 4. Coordinate the monitoring, evaluation and review of the individualised

plan



Assessment Tools












Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: evaluated and prioritised the needs of at least 3 people with complex support issues and developed individualised plans to meet their needs coordinated the delivery, monitoring, evaluation and review of at least 3 individualised plans

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: factors that would lead to someone being classified as having complex needs rather than basic needs physiology and psychology as it applies to a range of disability types



nutrition and dietetics as it applies to a range of disability types common issues and challenges facing people with disability manifestations and presentation of common health problems as well as behavioural issues associated with different disability types formal and informal assessment approaches for assessment of people with complex and/or special needs organisation policies and procedures related to developing and managing individualised plans including the role of family members and/or carers and/or relevant others and various types of community service providers

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following condition must be met for this unit: access to individualised plan and equipment outlined in the plan Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA



Assessment Plan Summary

Course Name and

Number


Unit Name and Number CHCDIS008 Facilitate Community Participation and Social

Inclusion

Element of

Competencies

1. Support person to identify and engage in social networks within the broad community

2. Assist person and relevant others to develop and implement a community support plan as part of the individualised plan

3. Develop strategies to minimise isolation for person with disability 4. Determine risks associated with supporting community

participation and inclusion



Assessment Tools



Assessment 2: Activities

Assessment 3: Final Assessment



This unit is ungraded which means that you will receive an AC or

NC at the end of the course.

You must receive a satisfactory (S) result in all assessments to

achieve an overall achieved competency (AC)


Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: assisted at least 3 people with disability to develop and implement community engagement plans within their individualised plan

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively manage the tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: elements of best practice in the area of community participation and social inclusion the social model of disability and the impact of social devaluation on an individual’s quality of life principles of:



active support lifespan development strengths-based and person-centred practice risk assessment and mitigation funding frameworks and their impact on community participation legal and ethical considerations relevant to working with people with disability: duty of care dignity of risk human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD) strategies for: identifying interests, abilities and requirements of people with disability communication to assist with community participation

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: access to individualised plans and equipment outlined in the plan relevant risk assessment tools Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Due date TBA




Course Name and

Number


Unit Name and Number CHCDIS009 Facilitate Ongoing Skills Development using a Person-

Centred Approach

Element of

Competencies

1. Identify individual skill development needs 2. Plan person-centred, ongoing skill development 3. Implement person-centred, ongoing skills development

strategies 4. Evaluate skills development and review plan 5. Identify and implement incidental learning opportunities to

enhance skills development



Assessment Tools



Assessment 2: Activities

Assessment 3: Final Assessment








Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: developed, implemented and monitored ongoing skills development, using a person-centred approach, for at least 3 people with disability

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: key aspects of current practices, philosophies and theories, including: the social model of disability



competency and image enhancement as a means of addressing devaluation strengths-based practice active support person-centred practice rightful place in community self-determination local community education opportunities and their potential use in capacity building assessment processes relating to ongoing skills development relevant services and resources available to people with learning needs

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: access to individualised plans and any equipment outlined in the plan recognised assessment and planning tools Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA




Course Name and

Number


Unit Name and Number HLTWHS002 Follow Safe Work Practices for Direct Client Care

Element of

Competencies

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



Assessment Tools



Assessment 2: Assignment

Assessment 3: Work-based Assessment book





You must receive a satisfactory (S) result in all to achieve an

overall achieved competency (AC)


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

Knowledge evidence: The candidate must demonstrate knowledge of: state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including: state/territory WHS authorities



rights and responsibilities of employers and workers, including duty of care hazardous manual tasks infection control safety symbols and their meanings, including signs for: poisons emergency equipment personal protective equipment (PPE) specific hazards such as sharps, radiation hazard identification, including: definition of a hazard common workplace hazards relevant to the industry setting including hazardous manual tasks, infection control risks and personal safety risks workplace procedures for hazard identification strategies minimising risk safety considerations when working in a home-based environment, including: rights and responsibilities of workers and clients basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance. risks to personal safety common sources of infection and means to minimise transfer of infectious diseases fundamentals of the musculoskeletal system and practices to minimise injury to self and clients workplace emergency procedures workplace policies and procedures for WHS

Assessment conditions Skills must be demonstrated: in the workplace OR in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge. In addition, assessment must ensure use of: current workplace policies and procedures for WHS PPE relevant to the workplace and job role of the worker Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA




Course Name and

Number


Unit Name and Number HLTAAP001 Recognise Healthy Body Systems

Element of

Competencies

1. Work with information about the human body 2. Recognise and promote ways to support healthy functioning of

the body



Assessment Tools

There are 11 Topics with 11 Assessment items for this unit.

Assessments 1-10: Moodle Quizzes

Assessment 11: Workplace Research Task








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

Knowledge evidence: The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: basic structure and functions of the body systems and associated components, including: cells, tissues and organs cardiovascular system respiratory system musculo-skeletal system endocrine system digestive system



urinary system reproductive system integumentary system lymphatic system nervous system, including sensory systems – eye and ear the special senses – smell, taste, vision, equilibrium and hearing immune system processes, conditions and resources required by the body to support healthy functioning body regulation including: maintenance of body temperature fluid and electrolyte (including PH) balance elimination of wastes from the body maintenance of blood pressure protection from infection physical activity – active and passive

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including client health information modelling of industry operating conditions, including integration of problem solving activities Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Due date TBA




Course Name and Number Certificate IV in Disability CHC43115

Unit Name and Number CHCLEG003 Manage Legal and Ethical Compliance

Element of Competencies

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



Assessment Tools



Assessment 2: Assignment

Assessment 3: Work-based Assessment Book








Performance evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: determined the scope of legal and ethical compliance requirements and responsibilities, and developed policies and procedures for at least 1 workplace or business developed a strategic response to at least 3 different situations where legal or ethical requirements have been breached

Knowledge evidence: 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 identified work role. This includes knowledge of: legal responsibilities and liabilities of managers and others in different types of organisation legal and ethical frameworks (international, national state/territory, local), how these apply in the workplace, and the responsibilities of managers in the development and monitoring of policies and procedures, including those related to: children in the workplace codes of conduct codes of practice complaints management continuing professional education discrimination dignity of risk



duty of care human rights: Universal declaration of human rights relationship between human needs and human rights frameworks, approaches and instruments used in the workplace informed consent mandatory reporting practice standards practitioner/client boundaries privacy, confidentiality and disclosure policy frameworks records management rights and responsibilities of workers, employers and clients industrial relations legislation and requirements relevant to organisation specific requirements in the area of work, including: key practices that are prohibited by law auditing and inspection regimes main consequences of non-compliance need to apply for licences and associated mandatory training and certification requirements statutory reporting requirements business insurances required including public liability and workers compensation accreditation requirements requirements to develop and implement plans, policies, codes of conduct or incorporate certain workplace practices work role boundaries – responsibilities and limitations of different people work health and safety sources of information and advice on compliance including: local, state/territory or commonwealth government departments or regulatory agencies industry associations plain English documentation that explains legislation functions and operating procedures of regulatory authorities of particular relevance to the health and community service sectors methods of receiving updated information on requirements use of policies and procedures in managing compliance and ethical practice in both internal work practice and external service delivery formats for policies and procedures and what they should include techniques for monitoring compliance

Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: use of suitable facilities, equipment and resources, including: current legislation and regulations workplace policies and procedures modelling of industry operating conditions, including: use of real or simulated organisation for which the candidate develops policies and procedures integration of problem solving activities Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Due date TBA

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