SAB CHCCCS015 Provide Individualised Support

STUDENT
ASSESSMENT
BOOKLET
CHC33015
CERTIFICATE III IN INDIVIDUAL SUPPORT
Tel: 1300-831-661 / (07) 3420 5861

Mob: (04) 5858-2787
Fax: (07) 3319-7259
INDIVIDUAL SUPPORT
Street Address: 1374 Logan Road Mt
Gravatt, QLD 4122
Postal Address: PO Box 6803, Upper Mount
CHCCCS015 Provide individualised support
Gravatt, QLD 4122
Student first name:
Student last name:

© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com

ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS015 Provide
individualised support.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 15 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case study You are to review the case study provided and discuss the
type of support required for the client to achieve their goal.
You will need to complete a report as part of this task.
Assessment Task 3: Workplace project You are to develop a report on the support services provided
to three different clients.
Assessment Task 4: Workplace You need to complete this task in your work placement
observations service. There are two parts to this task:
▪ Part A requires you to provide support services to a client
▪ Part B requires you to complete and store reports and

documentation as per your work placement’s policies
and procedures.
Your assessor will observe you during this task.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics
related to this unit:
▪ Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
▪ Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process. Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case study
3. Workplace project
4. Workplace tasks
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? ◻ Yes ◻ No
Do you understand the requirements of this assessment? ◻ Yes ◻ No
Do you agree to the way in which you are being assessed? ◻ Yes ◻ No
Do you have any special needs or considerations to be made for this assessment? ◻ Yes ◻ No
If yes, what are they?
Do you understand your rights to appeal the decisions made in an assessment? ◻ Yes ◻ No
Student name:
Student signature: Date:
Assessor name:
FILENAME \* MERGEFORMAT SAB INDIVIDUAL SUPPORT CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT
Apex Training Institute Page PAGE \* MERGEFORMAT 19
Assessor signature: Date:
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Harpreet Singh Gill
Date of birth: 12/03/1990 Student ID: 78663
Unit:
▪ CHCCCS015 Provide individualised support.
Student to complete Assessor to complete
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Written questions
STUDENT DECLARATION
I Harpreet Singh Gill declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name: Harpreet Singh Gill
Date: 20/09/2020
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
▪ This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
▪ You must answer all 15 questions correctly.
▪ Write your answers in the space provided.
▪ If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
▪ You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Access to textbooks and other learning materials.
▪ Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

▪ You will do this task in the classroom or for homework – your assessor will advise.
▪ Write in your due date as advised by your assessor:
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
▪ Answer the questions that were incorrect in writing.
▪ Answer the questions that were incorrect verbally.
QUESTION 1
Explain the following types of person-centred approaches.
▪ PATH – Planning Alternative Tomorrows with Hope
Planning Alternative Tomorrows with Hope is a visual planning tool that is used to solve problems, set short
and long term goals, and create action. PATH planning starts by looking at the future and then works
backwards to identify the first steps towards the life you want.
▪ MAPs – Making Action Plans
This tool uses both process and graphic facilitation to help any group develop a shared vision and then to
make a start on working out what they will need to do together to move towards that vision.
▪ PFP – Personal Futures Planning
PFP employs an on-going process in which planning teams replace system-centered methods with person-
centered methods. his process is meant to encourage the focus person and those working with them to
become aware of the potential for the focus person to become an integral, contributing member of the
community.
▪ Circles of Support
Circles were developed to support individuals to become reconnected in the community, and to make
friendships and relationships. A circle of support is sometimes called a circle of friends.
QUESTION 2
Explain the difference between person-centred and system-centred approach.
Person centred – focuses on approaches based around the client’s preferences, needs and goals.
Individual needs determine the resources and services provided.
System centred – where the resources and services are pre-determined without consideration of individual
needs, strengths or goals
QUESTION 3
Describe what the term ‘self-directed support services’ means to people with a disability or to those who are
aged.
It includes: exercising individual control being at the centre of decision-making throughout their lives the
ability to make choices based on individual needs and preferences receiving support services provided on
the basis of individual needs.
QUESTION 4
Explain what is meant by ‘self-determination’.
Self-determination is a combination of attitudes and abilities that lead people to set goals for themselves,
and to take the initiative to reach these goals.
QUESTION 5
When would you need to complete a client risk assessment? Provide three examples.
Example 1: Physical: lifting, awkward postures, slips and trips, noise, dust, machinery, computer
equipment, etc.
Example 2: Mental: e.g. excess workload, long hours, working with high-need clients, bullying, etc
Example 3: Chemical: e.g. asbestos, cleaning fluids, aerosols, etc.
QUESTION 6
What documentation are you required to complete as part of providing client support? Provide 3 examples.
Example 1: the purpose of documentation is to be a legal document as evidence of care and treatment
provided to a person, to identify resident’s status in order to document the need for care
planning, implement and evaluation of care
Example 2: Continuity of Care :As well as being useful for effective communication, good
documentation helps all staff to understand the current care needs of a client.
Example 3: Assessment:
Coordinators and case managers can use client progress notes as a primary reference
source when conducting a re-assessment. They can utilise the information to measure
how well a particular approach is meeting the individual’s stated goals.
QUESTION 7
Read each scenario and match the scenario with the correct ethical issue or breach in the table below.
Scenario A
Nancy converted to Islam in her late 30s and is now a practicing Muslim. Nancy became confined to a
wheelchair after a car accident in her late 20s.
Belinda, her support worker, often makes strong political and racial comments about Muslims living in
Australia to both clients and colleagues. She is unaware that Nancy is a Muslim.
Scenario B
You overhear Beth, one of your colleagues, talking on the phone to her friend during her lunch break. Beth
is laughing to her friend over the phone about the mental health issues of one of her aged care clients and
disclosing personal details.
Scenario C
Jason, one of the support workers, tells you during his handover that he noticed a few bruises on Carly
whilst bathing her before bedtime. Carly is one of his youngest clients, who is only 13 years old. This is not
the first time you have heard of her having bruises or abrasions on her body.
Scenario D
Steven, one of the support workers, has been known as popular with the female clients. He likes to joke
around with them and make them laugh. On occasion he brings in surprise treats or gifts for them.
Lucy, one of his regular clients, tends to receive more gifts from him than the others. This includes flowers,
clothes and chocolates. Steven has also been observed to spend time with her beyond the hours of his
shift.
Scenario E
Clients in wheelchairs who visit your recreational facility once a week have not been properly informed
about the rotting ramp board at the front entrance. There is a side entrance clients can access safely,
however they are not advised to use it as the front board seems to be holding up for the time being.
Ethical issue/breach Which scenario covers this?
Privacy/confidentiality Scenario B
Discrimination Scenario D
Work role/boundaries Scenario A
Duty of care Scenario E
Mandatory reporting Scenario c
QUESTION 8
What are the key objectives of the UNCRPD?
The purpose of UNCRPD is to promote, protect and ensure the full and equal enjoyment of all human rights
and fundamental freedoms by all persons with disabilities and to promote respect for their inherent dignity.
QUESTION 9
Provide three examples of circumstances that require you to make an adjustment or variation of a client’s
individual plan.
Example 1: For a person with a mobility impairment (including dexterity impairments)
• Ramps
• Scooter
• Stair lifts
• Automated doors
• Height-adjustable work stations
Example 2: For a person who is deaf or hard of hearing
• Hearing loops
• Vibrating or visual alarms
• Text Telephone (TTY) or Short Message Service (SMS) text messaging
Example 3: For a person who is blind or has low vision
• Screen-magnification (e.g. ZoomText) or screen-reading software (e.g. JAWS)
• Magnification software for Personal Digital Assistants (PDA) and mobile phones
• Braille machines and printers
Question 10
Provide five examples of client rights.
Example 1: be treated with respect and dignity in all aspects of service provision
Example 2: Be protected and live in an environment which is free and safe from abuse, neglect and / or
exploitation.
Example 3: have all information we collect about client stored securely and confidentially
Example 4: Be consulted about their needs and preferences
Example 5: Expect assistance that is reliable, of high quality, culturally and linguistically relevant
QUESTION 11
Provide two examples of when members of the support team might be required to provide feedback on
individual plans.
Example 1: Listen
While giving constructive feedback, make sure that staff are given a chance to respond.
Example 2: Be direct but informal
Try not to use technology such as email, text message or the phone to relay your feedback,
as this can lead to misinterpretation and make it seem less important than it really is.
QUESTION 12
Describe a situation where you or a client has experienced a risk to health or safety. Explain how this was
managed.
QUESTION 13
When risks are identified in the workplace, who are they reported to? Provide three examples.
Example 1: reported immediately to a supervisor, delegated Workplace Health and Safety officer or
representative.
physical hazards – the most common workplace hazards, including vibration, noise and slips,
trips and falls
Example 2: chemical hazards – any hazardous substance that can cause harm to your employees
Example 3: ergonomic hazards – physical factors that harm the musculoskeletal system, such as
repetitive movement, manual handling and poor body positioning
QUESTION 14
Provide three examples for each of the following skills development.
Life skills
Example 1: decision-making and problem-solving;
Example 2: communication and interpersonal skills;
Example 3: self-awareness and empathy;
Social skills
Example 1: Active listening
Example 2: Empathy
Example 3: Respect
Vocational skills
Example 1: Electrician
Example 2:
Medical Records Technician
Example 3:  Emergency Medical Technician.
Question 15
Think about one of your clients or a case study you have heard or read about (for example, perhaps one from
your learning materials). What are some factors that would affect the support received by this client?
What do I need to hand in for this task? Have I completed this?
Your answers to each question □
Name:
Date of birth: Student ID:
Unit:
▪ CHCCCS015 Provide individualised support
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Case study
STUDENT DECLARATION
I declare that these tasks are my own work.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessor signature:
Assessor name:
Date:
ASSESSMENT TASK 2: CASE STUDY
TASK SUMMARY:
You and your classmates will be placed into small groups. As a group, you will need to
read the case study and discuss the type of support required for the client to achieve
their goal. You are required to complete a report based on this case study.

▪ Classmates to be grouped with.

▪ You will do this task in the classroom.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
▪ Answer the questions that were incorrect in writing.
▪ Answer the questions that were incorrect verbally.
INSTRUCTIONS:
Your assessor will put you into a small group (of approximately 3 people). You will need to read the case study
below and discuss the following (make sure you take your own notes during this discussion):
▪ Strategies you would implement to help Tully achieve her goal.
▪ Strength-based activities to assist in promoting independence.
▪ The role of the support worker in providing support and information to help Tully make informed
decisions.
▪ The responsibilities of each member of the support team.
▪ Additional support or services required.
▪ Monitoring and review strategies.
After you have determined and discussed the above points, present your findings to the rest of the class. After
everyone in the class has presented, compare your findings with the findings of the other groups and write
down any differences.
Now it is time to write your report. This should be done by yourself – refer to your notes from your group
discussion and the notes you took about the other groups’ presentations and pick out those that you feel best
suit Tully’s scenario.
Note: You will not be assessed on the classroom discussion, however you must participate in order to
complete your discussion report. Your assessor will be observing each group to ensure everyone
participates equally.
CASE STUDY: TULLY
Tully is a 75-year-old female who has an intellectual disability. She enjoys art, reading and music.
She is not overly social and tends to spend time alone privately completing recreational activities. She has
been a smoker for 40 years and usually smokes up to 8–10 cigarettes a day. She is able to go for walks for
short periods at a time only.
Tully is sensitive to loud noises in the environment, which causes her to become quite anxious and
stressed. Being anxious or stressed causes Tully to smoke more frequently through the day.
Tully’s father passed away from lung cancer due to smoking when she was younger, so one of her goals is
to cut back on smoking. She is hoping to smoke only 2 cigarettes per day.
Notes from the group discussion
Notes from the class presentations
Assessment Task 2: Discussion Report
Date
Name :
Group participants
1 Strategies
2 Strength-based activities
3 Support workers’ roles and responsibilities
4 Responsibilities of the support team
5 Additional support services
6 Monitoring and review strategy
Your notes from the group discussion □
Your notes from the group presentations □
Your completed report □
Name:
Unit:
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Workplace project
STUDENT DECLARATION
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessor signature:
Assessor name:
Date:
ASSESSMENT TASK 3: WORKPLACE PROJECT
TASK SUMMARY:
You are required to write a report on the provision of support services for three clients in
your work placement service (one report for each client).

▪ Access to your work placement service
▪ Access to three clients in your work placement service
▪ Supervisor’s permission form for each client (see end of this task)
▪ Access to three individual support services plans
▪ Access to a computer (if you prefer to type out your answers).
WHEN DO I DO THIS ASSESSMENT?

▪ You will do this task in your work placement service.
If your assessor sees that you have not completed all parts of each report correctly, or have not worked with
three clients, they will give you some feedback and you will need to resubmit.
INSTRUCTIONS:
Before you begin this task you must obtain permission from your work placement supervisor to work with
three clients.
Ask your supervisor to sign the permission form at the end of this task. You will need to submit this as part of
your assessment.
Following your work with each client and referring to their individual support plans, write a report on support
services for each individual.
You must make sure that you do not identify your clients. Please refer to them as Client 1, Client 2 and Client 3
or give them a fictitious first name. Complete the following templates – one has been provided for each client.
Your completed report for client 1 □
Provide Individualised Support – Permission Form for Client 1
Supervisor’s approval
I, ,
<Supervisor’s name> approve
<student’s name> to undertake this project with
<Client’s name>.
Approval is dependent on the following conditions:
▪ The student is to work with three clients.
▪ The student must be supervised at all times when working with the client.
▪ The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name:
Signature:
Date:
I, ,
<Client’s name>.
Signature:
Date:
I, ,
<Client’s name>.
Signature:
Date:
Assessment Task 3: Report on Client 1
Client support needs
What are the support needs for this individual

according to their plan?
How did you work with the client to support

their needs?
How did you prepare for support activities?
Explain your role and duty of care for this client.
Describe the role and responsibilities of each
member of the support team.
What are the skills opportunities according to

the client’s plan?
Providing support
Describe your communication with this client

and members of the support team.
How did you develop and maintain trust?
What equipment were you required to
assemble according to procedures and plan?
How did you include family and/or carers as

part of the support?
Maintaining support
How did you collaborate with the client to

ensure services were meeting their needs?
Were any changes to the plan identified? If so,

describe the process undertaken?
How did you support the client’ self-
determination?
What documentation was completed as part of

organisation policy and procedures?


their needs?


Providing support


Maintaining support


determination?


their needs?

Providing support


Maintaining support


determination?

Name:
Unit:
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Workplace observations
STUDENT DECLARATION
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessor signature:
Assessor name:
Date:
ASSESSMENT TASK 4: WORKPLACE OBSERVATIONS
TASK SUMMARY:
You will need to complete this task in your work placement service in the presence of
your assessor. There are two parts to this task:
▪ Part A requires you to provide support services to a client
▪ Part B requires you to complete and store reports and documentation as per their
work placement’s policies and procedures.

▪ Access to the client’s individual support plan
▪ Approval from your work placement supervisor to work with a client
▪ Access to your work placement service
▪ Access to the client and/or family members of the client
▪ Access to your work placement’s policies and procedures
▪ Access to workplace reports and documentation
▪ Access to your work placement supervisor.

▪ You will do this task during your assessor’s visit to your work placement service.
▪ Write in the date of your assessor’s work placement visit:
If your assessor sees that you have not shown appropriate skills or knowledge during any of these tasks, they
will give you some feedback and you will need to do the specific task again.
INSTRUCTIONS:
You will need to complete this task in your work placement service.
You will need to choose one client to work with.
You must obtain permission from your work placement supervisor to have this client participate in the task –
see the permission form provided at the end of this task.
PART A: PROVIDING SUPPORT SERVICES
For this part of the assessment your assessor will observe you providing support services to a client according
to their individual support plan.
The support that you provide your client will vary depending on the client’s needs. Ideally the work will involve
the use of some equipment. If this is not appropriate, your assessor will ask you to demonstrate setting up
some equipment following the observation with the client.
Following this observation you will debrief with your assessor, who will also ask you some verbal questions.
Your assessor will be looking to see that you can:
▪ Use the individual support plan to provide support services
▪ Effectively communicate with the client, family and/or carer

For example, this should include being polite and courteous; speaking in a way that the client/family can understand; listening and
confirming that messages have been understood; appropriate use of body language; and so on
▪ Follow organisation process and procedures

For example, WHS, privacy and confidentiality, client support, code of conduct and so on.
▪ Safely use required equipment (if there is not equipment required this may be simulated following the
observation with the client)
For example, this should include following manufacturer’s instructions, following directions, obtaining advice and so on.
▪ Maintain a safe, healthy and comfortable working environment

For example, following safe work procedures; doing risk assessments and implementing risk controls; making sure the client is
comfortable and so on.
▪ Follow safe clean-up procedures

For example, use of infection control procedures; leaving things clean and tidy, disinfecting surfaces where required; wearing PPE;
using correct hand-washing procedures and so on.
▪ Work collaboratively with members of the support team

For example, discussing tasks with the team; sharing information; asking for advice; following instructions; reporting observations.
▪ Respect the client, family and/or carer

For example, respecting differences; being polite and courteous; by being non-judgmental; treating everyone as individuals and so
on.
▪ Seek assistance for tasks outside the scope of own role

For example, when a situation occurs that you don’t know how to handle; if a client has a need that you are unable to address; a
client asks for advice that you are not qualified to give, etc
▪ Correctly answer the verbal questions.

PART B: COMPLETE DOCUMENTATION
For this part of the assessment, your assessor will observe you updating and completing reports and other
relevant documentation following the provision of support services.
Following this observation you will debrief with the assessor. Your assessor will also ask you some verbal
questions.
Your assessor will be looking to see that you can:
▪ Complete and maintain documentation according to policy, procedures and protocols

For example, writing a clear and concise report of observations; maintaining confidentiality/privacy; using correct terminology
and so on.
▪ Report observations to your supervisor

For example, providing a concise and accurate account of observations; answering any questions and so on.
▪ Store information according to policy and protocols

For example, by filing documents in correct place; by transferring information onto a computerised record; by maintaining
confidentiality (such as locking filing cabinets; not leaving passwords lying around; not leaving client documentation where
others can view it, and so on).
▪ Correctly answer the verbal questions.
Provide Individual Support (observation) – Permission Form
I, ,
<Client’s name>.
▪ The student is to be observed by their assessor while completing this task.
Signature:
Date:
You do not need to submit anything for this task NA

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STUDENT

Tel: 1300-831-661 / (07) 3420 5861

Student first name:

Student last name:

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

Cover image © Shutterstock www.shutterstock.com

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

▪ Part A requires you to provide support services to a client

▪ Part B requires you to complete and store reports and

Your assessor will observe you during this task.

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? ◻ Yes ◻ No

Student signature: Date:

Make sure you have kept a copy of your work.

Name: Harpreet Singh Gill

Date of birth: 12/03/1990 Student ID: 78663

▪ CHCCCS015 Provide individualised support.

Student to complete Assessor to complete

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

Student name: Harpreet Singh Gill

▪ You must answer all 15 questions correctly.

▪ Write your answers in the space provided.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

▪ Write in your due date as advised by your assessor:

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

▪ Answer the questions that were incorrect in writing.

▪ Answer the questions that were incorrect verbally.

▪ PATH – Planning Alternative Tomorrows with Hope

▪ MAPs – Making Action Plans

Example 3: Chemical: e.g. asbestos, cleaning fluids, aerosols, etc.

Ethical issue/breach Which scenario covers this?

Work role/boundaries Scenario A

Duty of care Scenario E

Mandatory reporting Scenario c

Example 1: For a person with a mobility impairment (including dexterity impairments)

• Height-adjustable work stations

Example 2: For a person who is deaf or hard of hearing

• Vibrating or visual alarms

• Text Telephone (TTY) or Short Message Service (SMS) text messaging

Example 3: For a person who is blind or has low vision

• Screen-magnification (e.g. ZoomText) or screen-reading software (e.g. JAWS)

• Braille machines and printers

Provide five examples of client rights.

Example 4: Be consulted about their needs and preferences

Example 1: decision-making and problem-solving;

Example 2: communication and interpersonal skills;

Example 3: self-awareness and empathy;

Example 1: Active listening

What do I need to hand in for this task? Have I completed this?

Your answers to each question □

Make sure you have kept a copy of your work.

Date of birth: Student ID:

▪ CHCCCS015 Provide individualised support

Student to complete Assessor to complete

I declare that these tasks are my own work.

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

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?