CHCCCS025 Model Answers - V1.1 - March 2017

CHCCCS025
Support relationships with carers and

families
MODE ONE
Model Answers
Student Name:
Integrated Training Solutions (Aust) Pty Ltd

T/A Intercare Training
1 Fairborne Way
Keysborough VIC 3173
Phone: 1300 10 2273
www.integratedtrainingsolutions.com.au
info@integratedtrainingsolutions.com.au
Support relationships with carers and families – Model Answers 2
INFORMATION REGARDING THIS ASSESSMENT TOOL

1. General Information
2. Instructions for Students
3. Instruction for Assessors
4. Student Declaration
1. General Information about the Assessment Workbook
Development of this Assessment Tool

A Training and Assessment Strategy (TAS) has been developed for the program that contains this unit.
This TAS outlines our delivery and assessment methodology to ensure consistency with our scope and
requirements under NVR regulations and legislations. Furthermore all assessments are written in line
with the assessment guidelines of the relevant training package.
A professional approach is applied to ensure that these assessment resources are current, valid, fair
and flexible assessment tools that accurately relate to the elements and performance criteria to meet
competency standards.
This Assessment Tool has been reviewed to ensure it meets with the unit of competency evidence
requirements.
All resources comply with the appropriate training packages, released on www.training.gov.au.
To ensure they are kept current and fair they undergo several types of formal validation processes.
These include:
 Industry validation of our programs via Intercare Training Industry Consultation committee
 Industry validation of our assessment tools via Intercare Training Industry Consultation
committee
 Trainer/ Assessor validations as scheduled in our programs register
Feedback from our clients and students is also encouraged to maintain currency and reflect any
changes within the industry.
General information about Assessment

There is a combination of formative and summative approaches to assessment designed for a learning
environment that enables simulation in workplace environments or employment seeking activities
when required. The timeframe for assessment is outlined in each Training Program Outline that is
issued and discussed at enrolment; and each student must complete the ‘Student Declaration’ to
verify both their understanding of the unit assessment requirements and their readiness to proceed
with the assessment process.
Assessment needs to include the full expression of competency which includes assessment of
knowledge, understanding, application and performance reliability.
ITS (Aust) Pty Ltd Page 2 of 34

CHCCCS025 Model Answers_V1.1_March 2017
Formative/Summative definitions:
Formative Assessment: Provides feedback to both trainer and student about progress both of the
course program and the individual. It does not necessarily contribute to formal outcomes, e.g.
certification.
Summative Assessment: Summative assessment is by contrast a high value function that evaluates
against a standard; it does contribute to formal outcomes.
Resources needed for the assessment
The assessment modes are designed for general classroom delivery with access to:
 A relevant simulated environment for the purposes of practical demonstration

 Business technology and organisational processes where required - a computer with access
to the internet, an email function and a word processing application will generally be provided
for the completion of all assessments as required.
Assessment process overview
When you have completed all Assessment Modes, and you have (if required) made a copy of your
completed Assessment Modes; it is time to submit the completed Assessment Workbook to your
Assessor. Your Assessor will provide you with feedback, whether this is verbal or written responses,
and a judgment of competency will be made.
Reasonable Adjustment
Assessors must apply special consideration and make reasonable adjustment to assessment, as
appropriate. Information regarding reasonable adjustment can be found in both the relevant program
Training and Assessment Strategy (TAS) and Student/Employer Handbook.
Reassessment
Incomplete Assessment Modes will result in the Assessment Workbook being handed back to the
student and marking of the respective Assessment Mode will not commence until the Assessment
Mode is completed. If there is a Not Satisfactory assessment outcome, the Assessor will discuss and
provide feedback to the student on the area/s for improvement and confirm further requirements. At
this time a mutually agreed future date for re-assessment will be set.
Reassessment Process:
 Each student is entitled to 3 assessment attempts at no additional cost
 Each re-assessment attempt must be completed within a 48-96 hour maximum timeframe
from the previous attempt.
 Trainer/Assessor will provide direction to the student on the further learning required for next
assessment attempt.
 Assessor may apply reasonable adjustment to the subsequent assessment attempts if
required
 These 3 assessment attempts should be across a maximum period of 2 weeks
 At the end of the third unsuccessful assessment attempt, a formal student/trainer counseling
session will occur, to discuss the student’s suitability to the learning program and available
options
 Post this process, a student may re-enrol and the learning and assessment process
commences again from the beginning
 Fees for re-assessment can be found on the Intercare Training website
2. Instructions to Students – How to use this Tool
How you will be assessed / able to demonstrate competency for this unit
To demonstrate competence in this unit you must satisfactorily meet the requirements of this
Assessment Workbook and the Work Placement Log Book.
All submitted work must be your individual work. Intercare Training has a zero tolerance to cheating
and plagiarism. Where required, group work will be clearly indicated and each students required input
will be clearly documented.
This Assessment Workbook represents 1 (one) complete record of evidence consisting of various
Assessment Modes that may include further pieces of evidence to be developed by the student. These
Assessment Modes are reviewed by an Assessor and an outcome determined for each completed
submission.
INDIVIDUAL ASSESSMENT MODES can include:
MODE ONE (Summative)
This Assessment Mode is designed to capture required responses incorporating various methods
including:
Qu:Knowledge based Question / Answer
Various question types such as short answers, multiple choice and True/False.
Written questions: Questions will be provided within this Assessment Mode; space is provided
for you to write your answers.
Verbal questions: Your Assessor may ask you a range of questions and record your answers in the
appropriate mode/s as required for assessment.
Pr Project
Project: - these will require gathering and interpreting information, research with analysis and
presentation of findings
This Assessment Mode will provide you with information for analysis and you will need to provide
a response in the form of written content (Project). Some research will be required by you the
student and you may need to complete and provide further or specific documents for additional
evidence. You will need to attach the documents that you create and any that you have gathered
from research, or from the simulated workplace, as part of the completed Project.
Pr Case Study
A Case Study will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.

Pr Scenario
A scenario will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.
Conditions of Assessment for Mode One

 Assessment Mode One can be completed within class time or during periods of self study.
 Assessment Mode One can be completed with the direct access and or use of any course
issued resource or students own research source
 It is expected that Assessment Mode One will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is expected to take 8 hours to complete this Assessment Mode.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy
MODE TWO (Formative) and Final Observation (Summative)

Assessor Observation (Work Placement Log Book): - Demonstration / Role play
This Assessment Mode requires you to participate in a Work Placement Program. You will be given a
Work Placement Log Book for this qualification containing instructions and requirements for this
Assessment Mode. Your Assessor will observe you during your work placement demonstrating the
required skills and assess your competence accordingly. Where required a relevant simulated
environment for the purposes of practical demonstration will be provided.
Conditions of Assessment for Mode Two
 Assessment Mode Two should be completed within structured work placement periods within
an approved Community Service Provider that is relevant to the course enrolled in such as a
Residential Aged Care Facility (RACF), Home and Community Care Service Provider, Disability
Service Provider.
 Assessment Mode Two can be completed with the direct access and or use of any workplace
Standard Operating Procedures/Policies and or equipment required to satisfy the
demonstration of knowledge/skills.
 It is expected that Assessment Mode Two will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is required that a student will consistently apply the required skills and knowledge
competently over a 120 hour period to complete this Assessment Mode.
 Assessment Mode Two can only be completed via practical demonstration, simulated
environment or as the Training Package rules allow.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy.

Rules for Completing Assessment Modes

Assessment Workbooks must be completed in Black or Blue pen. White out must not be used.
If you need to amend written information cross it out and rewrite the correct information. Additional
sheets maybe attached if required.
Assessment Mode Length
Where space/lines have been provided for responding to an Assessment Mode, you should not see
the size of the space provided as a guide to the length of your answer.
If you require extra room for a response, attach a separate page to the relevant Assessment Workbook
with the following points included – your name, date the response/s were made, the unit code and
Assessment Mode clearly indicated.
References
All references must be cited. Intercare prefer the APA referencing format.
These can be created in a table and attached on an additional sheet to the
relevant Assessment Workbook. Word has a references TAB see icon and
follow instructions. Also refer to the Intercare Referencing guide
Ask your Assessor if you require clarification and or assistance.
How are the Outcomes for Assessment Modes Assessed?

Each Assessment Mode within this Assessment Workbook and the Work Placement Log Book will be
given an outcome of either Satisfactory or Not satisfactory.
What does this mean?
 Satisfactory Outcome:
The Assessor has reviewed the Assessment Workbook against the requirements of the
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

Assessment Mode and is not satisfied that all requirements have been met.
If you receive a Not Satisfactory outcome you will be given an opportunity to discuss and review with
your Assessor the area/s for improvement and resubmit the individual Assessment Mode as per
Assessor’s instructions.
If you receive a Satisfactory outcome for the individual Assessment Mode, then this outcome forms
one part of the requirement used to form a final judgement of competency for this unit.
How is Competency Judgement Made?
Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes one within this Assessment Workbook and one within the Work Placement Log Book. The
Assessor, understanding the rules of evidence, is also able to make a determination of competency
for you the individual student factoring the need for reasonable adjustment as required.

Student Please Note:
 Your suitability for this program has been determined at your Pre Training Review and again
at Enrolment. If at any point you feel that this program is not suitable you are able to
withdraw at any time. If this is the case please notify your trainer.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If you the student are found to have cheated on any forms of assessment, including
plagiarism of another’s work, you will be required to re-sit an alternative assessment under
the supervision of an assessor to confirm competence in this unit.
 You must satisfy the requirements for competency within this Assessment Workbook to
achieve a competency outcome.
It is highly recommend that you keep a copy of all assessment work that you submit.
Evidence provided by you is retained for our records and not returned to you.

3. Instructions for Assessors
Evidence Gathering/Collection required

Assessment of a Unit of Competency is based on the review of the Assessment Modes contained
within this Assessment Workbook. The Assessment Workbook have been mapped to cover the
specifics of the Unit of Competency as per the contents of the Training Package and includes:
 Performance Evidence  Assessment Conditions
 Knowledge Evidence  Performance Criteria
It is also essential that assessment is conducted with the rules of evidence as a primary focus:
 Authentic  Current
 Valid  Sufficient
Guidelines for Acceptable Responses to Assessment Tasks/Modes
Assessors must always refer back to the individual Unit of Competency and in particular the specific
Essential Skills and Essential Knowledge listed within, to assist them in determining sufficiency of
response in line with the rules of evidence.
The RTO supplied model answers satisfy demonstration of Performance Evidence and Knowledge
Evidence for the Assessment Task. These model answers are provided as a guide and any combination,
inclusive of these model answers can be used by the Assessor to determine a satisfactory outcome of
the assessment mode.
It is the responsibility of the Assessor to review and assess each submitted Assessment Task response
on its individual content and in line with the individual Unit of Competency requirements and Intercare
Training Assessment Policy.
How to make an assessment outcome using the Assessment Modes
Each individual Assessment Mode within this Assessment Workbook will be given an outcome of
either Satisfactory or Not Satisfactory.
What does this mean?
 Satisfactory Outcome:
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

If you make a Not Satisfactory assessment outcome you will give the student a chance to review and
discuss the area/s for improvement and elect a time the student must resubmit the Assessment
Workbook as per your instructions.
If you make a Satisfactory outcome for the individual Assessment Mode, then this outcome will
contribute to final judgement of competency for this unit.

How to make a judgement of competency using the Assessment Modes

Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes within this Assessment Workbook and Work Placement Log Book. The Assessor, understanding
the rules of evidence, is also able to make a determination of competency for an individual student
factoring the need for reasonable adjustment as required.
Rules for Assessing Completed Assessment Modes
Each Assessment Mode must be reviewed to assess competency, as you review each question / page
use a RED pen and tick each question and / or page to confirm review.
Feedback must be written in Black pen.
At the end of each Assessment Mode section there is a table that must be completed in Black or Blue
pen, see example below.
ASSESSMENT MODE ONE – RECORD OF RESULT

Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION / ANSWER / PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
___ / ___ / ___  

Reassessment Date(s):
___ / ___ / ___  
___ / ___ / ___  
___ / ___ / ___  
Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.

Confirmation of verbal and/or written feedback on responses
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature
If verbal assessment is required you must write responses in RED pen where relevant.
DO NOT amend dates if possible. If you write in the wrong section you need to cross it out and rewrite
the correct information.
White out must not be used.
Assessor Please Note:
 A student’s suitability for this program has been determined at their Pre Training Review
and again at Enrolment. If at any point you feel that this program is not suitable for the
student please discuss this with the student.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If a student is found to have cheated on any forms of assessment, including plagiarism of
another’s work, they will be required to re-sit an alternative assessment under the
supervision of an assessor to confirm competence in this unit.
 A Student must satisfy the requirements for competency within this Assessment Workbook
to achieve a competency outcome.
 A Completed Assessment Workbook and any additional evidence provided by the student
is retained for our RTO records and is not returned to the student.
It is important that all areas of this Assessment Workbook are completed prior to submission to
the administration department for final outcome recording.

STUDENT ASSESSMENT DECLARATION
 I have undertaken sufficient activities within this unit of competency and I am ready to
attempt the assessment required to demonstrate competency.
 I understand the assessment framework and requirements that will be used by an Assessor
to make a formal judgement of my competency
 The work that I have submitted in this Assessment Workbook is my own.
I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 additional assessment evidence for my own records prior to submitting to my Assessor for
marking.
 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

satisfactory result in the required Assessment Modes.
Student Name
Student Signature

ASSESSMENT MODE ONE

Question / Project
Assessment Mode Instructions:
Carefully read the assessment task requirements detailed below and complete as instructed.
Completed Project and the required work sample evidence will need to be attached to the back of
this Assessment Workbook.
Please ask your Assessor to clarify if needed.
The following Assessment tasks are individual assessment and no group work is permitted.
The estimated completion timeframe is: ____________________
Submission date: _____________________________________
Assessment extensions can only be authorised by your Trainer.
Upon completion of this Assessment Mode’s requirements, the Assessor must complete and sign
the Assessment Mode Record of Result. Student is also required to sign to confirmation feedback
and understanding of Assessment outcome.
Assessment task 1:
Acknowledging the carer as part of the care team
1. What could you do to involve a carer in discussions and contributions to the care team’s
efforts?
Responses may include:

 Include the carer in discussions regarding care plans
 Have them attend case conferences
 Ask them what they would like to do, if anything
 Let them feel like they are still useful by helping with small tasks
 Respect their opinions
 Involve them with any activity programs
2. What could the relationship be between the carer and the client?

 husband wife
 child
 friend
The relationship may have changed over time and the roles may be reversed. The carer may resent the
client
3. State three (3) things the carer may perform for the cared client?
 Provide emotional support

 Assist with personal care tasks such as grooming
 Assist with meals

4. What impact could a carer role have on the carer’s lifestyle and what type of support may be
offered to the carer?

 Limited opportunity for a life outside of full time care for relative OR
 Difficult to balance the needs of the carer and the cared for at times…due to carer’s own
family obligations OR
 Relative is almost independent and requires mostly reassurance and minimal assistance to
engage in ADL’s – minimal impact upon carer’s lifestyle
 In all instances carers are tired, exhausted at times, emotionally involved and hence cry /
stressed at times and the time they can devote to themselves; self-care has decreased
greatly. Their diet has become worse and they do not sleep as well…hence feeling tired often.
 Support through respite services, Carelink centre, support groups
5. List three (3) things a carer may do to support other members of a health care team?
Responses are context specific but may include:

 Provide information
 Assist with nutrition
 Assist with emotional support
6. List three (3) examples of ways the carer can complement the role of the worker.
1. Report to appropriate manager any observations or changes in a residents health condition

2. Document any changes to a resident and their behaviour and provide to RN on duty.
3. Provide direct feedback to dieticians, physiotherapists and doctor’s regarding any noticeable
conditions such as suspected pressure sores, rashes and/or other ailments to support treatment.

Assessment task 2: Identifying and confirming with your

supervisor possible job function boundaries that indicate
respect for the carer’s role
Mrs Morris lives at home with her adult son James, with the assistance of a carer. When providing
respite care, a worker notices there is half a basket of ironing left to be done while she is at a Mrs
Morris’s home and the carer is out. Ironing is not mentioned in the care plan so the support worker
leaves the ironing alone.
1. Explain how the support worker has or has not stayed within the boundaries of their job role
and why. What action should they take?
Responses may include: As it is not stated on the care plan, you should not do it. You should
however speak to the carer about why it has not been done. Perhaps they don’t have time,
perhaps they are too tired. You can then speak to your supervisor and request extra time to
allow for ironing when required. It would then be added to the care plan.
2. The worker is asked by Mrs Morris’s son James, if she would like to go out for dinner and a
movie. The worker agrees to go out with James. Is this within the boundaries of the workers job
role? What implications does this action present?

 Inappropriate actions and response by carer and worker.
 Neglect, duty of care failure, risking client’s health and safety status
 Should have thanked son but declined – professional boundaries need to be followed
Assessment task 3: Providing support according to relevant

organisation and government policy and relevant legislation
1. Using the internet, locate a legislation or policy document that supports carers and answer the
following:
a) What is the name of the legislation or policy document?
Answer will depend on the legislation chosen but encourage students to find the Carers Recognition Act Formatted: Font: Not Bold
2012
b) How does the legislation or policy document describe a carer?
The Act defines a carer as someone who provides care to another person, and includes carers under the Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
age of 18. Carers can provide care for a person who:
 has a disability
 has a mental illness
 has an ongoing medical condition
 is an older person with care needs.
Care relationships also include those situations where a person is being cared for in a foster, kinship or
permanent care arrangement.
c) What are the carer’s rights? Formatted: Font: (Default) +Body (Calibri), 11 pt, Font
 Be recognised and respected as an individual, including your cultural identity color: Red
 Be recognised and respected as part of the care relationship Formatted: Font: (Default) +Body (Calibri), 11 pt, Font
color: Red
 Where appropriate, have a spy in decisions about care planning and care
Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Have your needs understood and met
 Receive support now and as your needs change Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Be able to use what the Act and Charter say to support your relationship and use of services Formatted: Font: (Default) +Body (Calibri), 11 pt, Font
color: Red
Formatted
d) What support may be offered to assist carers?
 What services and support are available for people in care relationships?
 Services and resources Formatted
 Commonwealth Respite and Carelink Centres 1800 052 222 Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Information for carers and other members of the community about community, aged care, Formatted
disability and other supports. Formatted
 Carer card 1800 901 958 Formatted
A discounts and benefits card for Victoria’s primary carers. Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Companion Card 1800 650 611
Formatted
A card for eligible people with a significant, permanent disability, who need attendant care
Formatted
support to access and participate in most community activities and venues.
Formatted
 ARAFEMI Mental Health Carer Helpline 1300 550 265
Provides confidential information, support and referral for families, carers, and friends of people Formatted
with a mental illness, and advice for health professionals and other interested groups. Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Respite Victoria (Disability Services respite) www.respitevictoria.org.au Formatted
Information about available disability respite services in local communities through an online Formatted
website. Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Respite Seeker (mainly for carers of older people) www.respiteseeker.com.au Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
Information about local respite.
 National Dementia Helpline 1800 100 500
Formatted
Information, advice and other services for people with dementia, their families, friends and
carers. Formatted
 Seniors Information Victoria 1300 135 090 Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
Information on services and support to help older people live at home. Formatted
 Living at home, your choices. Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
A guide for older Victorians www.health.vic.gov.au/agedcare Formatted
 Information to help older Victorians live well and safely at home. Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
 Residential care, your choices. Formatted
A guide for older Victorians www.health.vic.gov.au/agedcare
Information to help older Victorians make decisions about residential care.
Formatted
 Post Placement Support Service (03) 9020 1833
Formatted
Provides education, training and support for professionals, agencies and parents, carers and
children connected in kinship care, permanent care and adoption. Formatted
 Mirabel Foundation (03) 9527 9422 Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
Assists children orphaned or abandoned due to parental illicit drug use and in the care of Formatted
extended family (kinship care). Formatted
 Grandparents Victoria (03) 9372 2422 Formatted
 A community organisation of grandparents working together to shape a positive future for all Formatted: Font: +Body (Calibri), 11 pt, Font color: Red
grandchildren and to support grandparents in their role.
Formatted
Responses are DOCUMENT context specific:
Formatted
e) Should define scope of practice, client expectations and employer expectations –
considerate of time fractions and specific duties / care strategies / skills and offerings Formatted
f) Availability of live communication networks for carers requiring assistance – emergency Formatted
or otherwise Formatted: Indent: Left: 1.27 cm, No bullets or numberin
g) Effective training and client orientation for personnel in situ Formatted
h) Effective communication strategies e.g. a communication book that is used EFFECTIVELY

and in a TIMELY manner
i) Policy, protocol, procedure and ethically /culturally sensitive and aware carers
Formatted: List Paragraph, Indent: Left: 1.27 cm, Adjust
space between Latin and Asian text, Adjust space between
Asian text and numbers
Assessment task 4: Working in a manner that respects the

confidentiality and privacy of the carer, as well as the person
with support needs
Review the scenarios below and answer if they would constitute a breach of privacy and
confidentiality for a carer or the person they care for and explain why.
BREACH OF PRIVACY OR CONFIDENTIALITY

1. SCENARIO
YES OR NO?
A carer tells you that he is seeing a psychologist to Yes. You should not talk about your clients to other
deal with some of the stresses of caring for his wife. people. You should maintain confidentiality unless
You mention this to his children when they visit. he consents to giving this information.

2. SCENARIO
YES OR NO?
You suspect that a carer is taking your client’s ATM No. Elder abuse should not be tolerated and it is
card and withdrawing money without their your duty of care to your client to report this.
consent. You call and tell your supervisor of your
suspicions.

3. SCENARIO
YES OR NO?
You notice that a carer has become withdrawn and No. You have gotten consent from the carer to
is much quieter than usual and neglecting their discuss their issues with your supervisor.
appearance. You sit with them and have a cup of
tea and ask them about what might be troubling
them. They mention that they are feeling isolated,
lonely and are very tired. You ask them if you could
talk to your supervisor about suggesting some
social activities or support groups that they might
like to join. The carer consents.

Assessment task 5: Participating in planning activities with the person

with support needs and to the extent agreed by the client and their
carer.
Charlie is in his mid 40’s and has a physical disability and uses a wheelchair to get around. All of his life
he has lived with his parents, whom he now finds to be over-protective, and he wishes to move to an
alternative and more independent form of accommodation.
Charlie has tried addressing this with his parents, but they refuse to accept that he may be capable of
living without their care. During such discussions his parent make him feel incompetent, lower his self-
esteem and upset him tremendously. His parents then claim that his reactions are a perfect example of
why he should not be living on his own. Charlie has asked his support worker to assist him in
communicating with his parents and pointing out why he wants to move into alternative
accommodation.
1. How would you ensure Charlie’s parents were included in and able to contribute to the planning
process?

 Plan a meeting to be timely and inclusive
 Brief Charlie’s parents about his feelings, expectations and rationale for wanting a change
Educate the parents abutabout Charlie’s capabilities; undertake some health promotion activity
with his parents...all prior to the meeting
 Brief Charlie about the overview you gave to his parents and advocate for him
2. How might the support plan demonstrate that is has been developed to meet the individual
needs of Charlie and his parents? What issues may you have to contend with when attempting
to meet the needs of both Charlie and his parents?

 It would be client centered
 It would express Charlie’s aspirations
 It would account for his parents’ aspirations and concerns
 It would characterize Charlie’s level / type of support required denoting level of independence
and capabilities
 It would detail Charlie’s goals and aspirations for levels of independence
 It would detail what could be gained by living more independently and any potential risks
associated with doing so

 Conflict and conflict resolution strategies to be enacted
 Rejection of your and Charlie’s aspirations; and your advocacy
 The involvement of others who may argue the opposite to Charlie’s aspirations
 You may looselose Charlie as a client
 You could be disciplined by your employer (who may not be so appreciative of your
advocacy)…and act for the client’s parents, as the employer does not want to looselose a client
and associated funding for the said client
 Display empathy not sympathy with the mode of care facilitated
 Show respect, earn respect and trust via the client centered care approaches used with clients
 Be professional, be safe, acquire a sound appreciation of policies, protocols and practices
expected in all contexts, with all clients
 Become respected as a carer
 Be timely, mature and reliable as a carer
 Consider the client first and foremost in all care facilitated
 Be inclusive in all communication strategies used
3. Explain the importance of the support worker’s role in this situation.
The carers role is to advocate on behalf of the client by maintain the respectful relationship with the
carers.
4. Briefly outline how you would resolve potential, achievable solutions to difficult issues for clients
and carers.
 Engage in client centered discussions with client and carers

 Be a very good effective listener
 Make observation of behaviours / capacities that may be ever changing, document, report and
seek confirmation and further support / clarification with expertise from the Health Care Team
members, where required
 Refer, when beyond own scope of practice, skill and training - document

Assessment task 6: Identifying carer issues and report to

Supervisor
The caring role is a demanding one. The personal characteristics and circumstances of care-giver and
receiver, the nature and strength of their relationship, living arrangements and the level of support
available from social networks and formal services will affect a carer in some way.
1. What aspects and / or daily practices of a carer can have a negative impact on their own needs
and preferences?
Responses are context specific and may include:

 Exhaustion Formatted: List Paragraph, Bulleted + Level: 1 + Aligned a
0.63 cm + Indent at: 1.27 cm
 Resentment
 Financial troubles
 Expectations
 24/7 care
 Self-neglect
 Apathy
Personal biases – not culturally aware or sensitive – may be frustrated
Insufficient time
Inappropriate staff / client ratios
Poor rostering of staff skill / experience mix
Too sympathetic – not de-briefing when required
Client morbidities too great for carer capacity
Unsupportive personnel , team members, supervising personnel non-inclusiv
2. How might these negative outcomes affect other family members of a carer?
 Impact on others: Formatted: List Paragraph, Space Before: 0 pt, Bulleted +
Level: 1 + Aligned at: 0.63 cm + Indent at: 1.27 cm, Tab
 Neglect stops: Not at 0.63 cm
 Feelings of resentment
 Relationship breakdown
 Isolation
3. Where can carers access support services?
Carers Australia, My Aged Care, local GP, local council, counselling services, support networks, support
groups
4. List three (3) relevant agencies and referral networks for carer support services.
Students answers will vary depending on chosen support service.
Northern Carers Network is a not for profit, grass roots, community organisation funded through the
State and Federal Government to provide support to Carers living in the northern metropolitan region
of Adelaide.
Our organisation is Carer driven, providing flexible and responsive support to assist Carers in
maintaining their health and well-being so they can continue in their caring role.
Our aim is to support Carers in their caring role, through counselling, information, support, advocacy,
respite and link them to appropriate services in their local community.

The Carers Victoria young carer team can help if you are at risk of leaving school or a vocational training
program early because of your caring responsibilities.
You may frequently miss school or not have time to finish homework. You may feel distracted or
unconnected with your teachers and other students. You may even be considering leaving school because
you find it hard to cope.
Lung Cancer Network Australia (LCNA) aims to empower lung cancer patients, their families and carers
with reliable information, support and advocacy, no matter who they are and where they live.
Assessment task 7: Participating in solution finding in a manner

that recognises and supports the strengths of both the person
with support needs and their carers
Your client has arthritis in both hands but insists on buttoning his own shirt. This takes quite some time
and you are running late for your morning break. You take over and do up the buttons for your client in
order to be on time for your break.
1. Has a strength-solution based outcome to this issue been achieved? What would you suggest?
 It would not be appropriate for the client to be dressed in a hurry. Would equate with a loss of
independence, perhaps frustration for both parties. Carer should leave to catch the bus and
support worker may take over and supervise client dressing herself. Both needs met. To
maintain a sense of independence and empowerment they should be allowed to do up their own
buttons. You should manage your time better.
Each time a support worker visits a client’s home, she picks up the dirty clothes from the bedroom floor
as she is concerned about the client tripping.
2. Has a strength-solution based outcome to this issue been achieved? What would you suggest?
 Rather than pick up after your client, why not provide/suggest a laundry basket that is easily
accessible to the client can throw clothes into the basket rather than on the floor.
Assessment task 8: Working in a manner that recognises and

supports carer’s relationship with and knowledge about the
person with support needs
1. Briefly outline what the following terms mean and what relationship they have to the person
they are supporting.
a) Informal Carer

 Persons whom offer care, that have personal experience and skill, not formally trained as such,
and are able to attend to all care needs
b) Ageing Carer
 Ageing carers of people with a disability: one example could be ageing parents of a person with
Down syndrome. The parents could be 83 years of age and their child could be 60 years of age
c) Young Carer
 Could be school age children who care for a disabled single parent following a car accident
d) Family Care Giver
 A member of a family who cares for a relative, distant or close relative; who may not be formally
trained but are able to provide the care needed
Assessment task 9: Identifying aspects of a carer’s role that have

a negative impact on their own needs and preferences
Dahlia is a support worker at an overnight respite facility for people with dementia. She always greets
the clients when they arrive and spends a little time with each of the carers who drops them off, having
a chat about how things are going, how the person with dementia has been and whether there are any
issues that staff need to be aware of while they are providing respite care for the person.
One a month, Terry brings his wife Margaret to stay for two nights to give him a break from his caring
role. They have been using the overnight program for just over a year, so Dahlia has gotten to know
them well.
Over the last few months Dahlia has noticed that Terry seems to be short with his wife Margaret,
hurrying her into the centre. Dahlia notices that Terry is looking dishevelled-like he hasn’t ironed his
clothes of brushed is hair. Normally Dahlia chats with Terry he tells her about his bowls and golf but he
hasn’t mentioned them for the last few visits. This month he tells Dahlia that he should take his mobile
phone off the records as he has been disconnected.
1. What warning signs has Dahlia observed that may indicate Terry’s caring role is having a
negative impact on his lifestyle?
 Terry seems to be a little short with his wife

 Hurrying her into the centre
 Terry is looking a bit disheveled-like he hasn’t ironed his clothes or brushed his hair
 Normally when Dahlia chats with Terry he tells her about his bowls and golf but he hasn’t
mentioned them last few months.
 Should take his mobile phone off their records as he had it disconnected


2. What negative outcomes may be occurring?
 Terry is not coping

 Terry’s relationship with his wife has deteriorated – role change
 Terry is at risk emotionally, mental health wise and potentially physical as a consequence of not
looking after himself. He needs to de-brief and seek support about his current circumstances
3. What should Dahlia do with the information she gains from her observation of possible
negative outcomes?
 Set aside some time to talk with Terry / cup of tea and a biscuit… when Terry is able to do
so….and explore his experiences…use: effective listening, empathetic communicative strategies
and assist with ‘unpacking’ his thoughts, feelings, issues and what may be ‘going on’ in his life.
 If beyond scope of practice; suggest some other persons or groups/Authorities that can provide
more intense/professional specific counselling or activities
 Preserve privacy and confidentiality

 Document, document and document
 Report to relevant persons: Supervisor, Manager of Services and/ or Council Counsellor who may
be involved with client cases
Assessment task 10: Discussing a solution that will assist a carer

to achieve or maintain a lifestyle suitable to their needs and
preferences
Anne cares for her father Bill on a fulltime basis. Both Anne and her husband George have been feeling
very tired and in need of care themselves. Due to the workload, personal carers were unable to
provide more than words of support. Anne and George were undemanding but is was becoming
increasingly clear that they were in need of support. Anne and George have not had any time alone as
a couple for three months due to Anne putting her father’s needs first and foremost.
1. What strategies could be used to support family members like Anne and George?
Responses will be context specific and may include:
 Council’s counsellor available for consultation

 Community Health Hub has a variety of specialist support services and contacts within a range
of suburbs and health care facilities to support people in such circumstances – e.g. Where,
how to acquire respite care for a relative?
 Brochures, wealth of information / services relative to what is available to assist
 Financial support strategies – should they be required
 Information about where Anne and George may be able to go for a holiday together – to
reconnect as a couple - whilst relative is in respite
 Like-minded people who are experiencing similar situations – self-help support groups –
information about and how they may join such groups
Assessment task 11: Providing support that assists a carer to

achieve positive lifestyle outcomes that reflect their needs and
preferences
1. What could you suggest to a carer to help them achieve a lifestyle that is closer to the one they
had before the commencement of their caring role?
You could ask them about what their hobbies and interests are. You could show and interest and they
may start to become enthusiastic again about their previous interests. You may even suggest a club,
group (e.g. – book club, knitting group, dance class) that you have seen in the local area and give them
information about cost, time etc.
2. Briefly describe two (2) ways a carer could be assisted to help achieve positive lifestyle outcomes
to help them stay in their caring role.
Get plenty of rest/sleep

Get plenty of exercise
Eat well
Ask for help if you need it
Plan ahead
Make life easier
Use respite services
Assessment task 12: Identifying the changing nature of the care

relationship over time and risks to the care relationship
1. List three (3) possible changes that carers and the person they care for may experience over
time?
 Carer: Frustration, impatience, lack of sleep, stress, poor diet, emotion well being suffering,
worst case scenario - mental illness e.g. Depression, mood changes, anger, short tempered,
relationship failure, loss of friendships, no social life, financial hardship and home environment
suffering e.g. No maintenance being done
 Cared For: Impatience, declining health, mental illness e.g., anxiety disorders, loss of ambulatory
and/or continence capacity, grief, radical decline in level of social interaction, more demanding,
increase in the level of personal hygiene care required and possibly requiring palliation

2. What are the key risks to the caregiver and care recipients’ relationship breaking down?
 Breakdown in conventional and sound family dynamics, neglect with younger children, non-
existent sexual relationship with partner, radical decline in communication between all family
member, poor temper and anger management control due to lack of sleep, decline in emotional
and general health overall – due to decline in diet and lack of sleep, weight control issues, lack of
energy and apathy. Loss of friendships and interactions between family members and extended
family members, school age children will have issues regarding their studies, home work and
results declining at school. Generally, the frequency of family illness will increase too
3. If there is a risk of a relationship breakdown, list three things that may be written into a client’s
individualised plan when being reassessed or reviewed?
 Carer risks: Impatience, anger, tiredness, ill health, possible onset of mental illness (depression),
social isolation, fatigue and loss of friendships / family relationships in general. Lack of time to
devote to self and others.
 Care recipients : Lack of time, availability, decline in capacity / skill to provide the level of care
required, illness of carer, financial hardship experienced by carer and carer’s family, competing
demands of cared for and carer’s other obligations, to self and others
Assessment task 13: Essential Knowledge
1. Consider the context for caring in Australia and research the internet to provide information for
the following:
a) carer demographics
Caring responsibilities can impact on a person’s work and life more generally, particularly for women carers. In
Australia, women comprise 92 per cent of primary carers for children with disability, 70 per cent of the
primary carers for parents, and around half (52 per cent) of the primary carers for partners.2 Men constitute a
significant proportion (48 per cent) of the primary carers for partners, particularly in older age.
The labour force participation rate for women aged 15-64 years is 70.6 per cent, compared to 82.4 per cent for
men. Among employed women 15 years and over, 45.8 per cent work part time compared to 16.5 per cent of
employed men. The employment rates of female parents are 39 percentage points lower than male parents
who had a youngest child under six years. Across all age groups, less than 23 per cent of female primary carers
of people with disability, illness or frailty participate are in full-time employment at any point.
Undertaking periods of unpaid care can also affect financial security in older age. The superannuation system
in Australia, which is tied to paid employment, financially disadvantages people who take time out of the
workforce for caring responsibilities. Estimates from 2009-2010 suggest that the average (mean)
superannuation payouts for women are just over half (57 per cent) those of men.

b) carer support organisations and resources
My Aged Care website and Carers Australia
c) attitudes, stereotypes, false beliefs and myths associated with caring

 All carers are women
 Carers are a drain on society
 Carers are all the same
 Being a carer is easy
Caring relationships and roles are diverse. Each care situation is unique and may emerge and change across
the life course. Caring responsibilities can include caring for young children, for children or adults with
disability, mental illness, chronic illness, or for older people. Carers can be women or men, who are parents
of young children, guardians, adult children, relatives, friends, or neighbours. For many, this can mean having
multiple caring responsibilities over the course of a lifetime.
The nature of unpaid care can take many forms. Some caring responsibilities are predictable or can be
anticipated in advance. Other caring responsibilities are less predictable, require immediate attention or are of
an irregular nature. The nature of caring responsibilities may also change over time – the type of care,
intensity of care, length of time caring, level of support available or the person/s being cared for.
d) different pathways into service settings for the person and the implications for carers, families and
friends
Pathways include:
Through your local GP, via a counselling service, via ACAT, via a support group
Below is the ‘blurb’ from ‘My Aged Care’ website about how they can provide help for carers.
What help can I get?

If you or someone you are caring for is seriously injured or in need of urgent medical help Call triple zero (000)
or emergency respite support Call 1800 059 059
For most people, growing older means there are times you find it difficult to manage day-to-day living
activities. You may need help, or you may be caring for a family member or a friend who needs help, but you
just don’t know where to start or what help you can get.
There are different types of aged care services to support you, whatever your needs. When you call My Aged
Care, our contact centre staff will ask you questions to help us understand your needs.
How My Aged Care helps you
My Aged Care helps you find the information you need about aged care services.
This can be as simple as calling the My Aged Care contact centre on 1800 200 422 or reading this website. My
Aged Care provides you with information about:
 different types of aged care services

 eligibility for services
 how we understand your aged care needs and help you find local services to meet your needs – you
are able to select your own service provider
 costs of your aged care services, including fee estimators.

To help you find the right services, the contact centre will ask for your consent to create a personalised client
record. A client record holds up to date information on your needs and any services you receive. The client
record will reduce the need for you to retell your story to the contact centre, assessors and service providers.
2. Briefly explain the rights, roles and responsibilities of different people in the care relationship:
a) the person
To have their needs met, to respect others
b) family members
Recognition and respect of the carer as well as the person being cared for
c) friends
Recognition and respect of the carer as well as the person being cared for
d) support worker
To be respected, to provide quality care, to
3. Briefly explain the impact of the caring role on family, carers and friends?
The rewards of caring
People who care for a family member or friend say there are many rewards:
 The opportunity for personal growth and the development of new skills
 Proving to yourself that you can meet new challenges
 The satisfaction of knowing you have you have helped someone who needs you and done the
best you could to improve their quality of life
 Strengthening the relationship with the person you care for and knowing how much they
appreciate your help
 Receiving the acknowledgement of your family and friends
Challenges of caring
Caring can be very demanding and often restricts the lives of individual carers and their families.
Carers Victoria believes that our society relies too heavily on the care provided by caring families. We
advocate for practical reforms that will help protect carers from the problems too often associated with
caring.
Financial hardship
 50% of primary carers are on a low income and many find it hard to cover living expenses, save
money or build up superannuation
 The extra costs of caring can be enormous. Caring families often have to find money for extra
expenses like heating and laundry, medicines, disability aids, health care and transport.

Health and wellbeing
 Caring can be emotionally taxing and physically draining. Carers have the lowest wellbeing of any
large group measured by the Australian Unity Wellbeing index.
 Carers often ignore their own health and are 40% more likely to suffer from a chronic health
condition. Some health problems, like back problems, anxiety and depression, can be directly
linked to caring.
 Many carers are chronically tired and desperately need to refresh with just one night of unbroken
sleep, a day off or an extended period with no caring responsibilities
Social isolation and relationships
 Many carers feel isolated, missing the social opportunities associated with work, recreation and
leisure activities
 The demands of caring can leave little time for other family members or friends
 Carers often have to deal with strong emotions, like anger, guilt, grief and distress that can spill
into other relationships and cause conflict and frustration.
Disadvantage
 Many carers miss out on important life opportunities, particularly for paid work, a career and
education
 Caring can take the freedom and spontaneity out of life
4. Consider life cycle transitions and provide two (2) examples for each of the following:
a) types of transitions
Unexpected events which serve as transition points, producing big shifts in the functioning of a family.
These may include:
 parental separation;
 parents establishing new relationships;
 illness;
 unexpected death;
 unemployment;
 financial difficulties;
 onset of mental illness;
 violence;
 events related to drug addiction.

b) life cycle transitions

Types of Transitions
Merriam (2005) identifies four types of life transitions; the anticipated transitions, unanticipated
transitions, nonevent transitions and sleeper transitions.
Anticipated Transitions: The anticipated is a transition that is expected to occur in an adult’s life. Often
these transitions are planned and believed to be part of the natural life cycle. Within cultures these
transition points can be fairly predictable. Examples of this type of transition are graduating from school,
finding a job, getting married, having a children. The timing of the anticipated transitions can impact the
potential for learning. If the transition occurs close to the expected time, based on the normative pattern
found in the context in which it is occurring more support may be available to the individual to work
through the transition. For example, having children when others in our social circle are having children
provides us with support through a common experience. If the transition occurs at time that is not in
keeping with the normative pattern, the individual may find there is little support available and this
transition may become a crisis.
Unanticipated Transitions: A second type of transition is the Unanticipated Transition. This type of
transition involves events that are not expected and do not follow any particular time line in an adult’s
life. Examples may include becoming ill, having a car accident that causes you to be unable to work or the
downsizing of a company resulting in job loss. What is interesting about this type of transition is that it
may be much more stressful than an anticipated transition but the potential for learning and personal
growth may be greater than when experiencing an anticipated transition.
Nonevent Transitions: Nonevent transitions are those transitions that we expect to occur but do
not. Examples include, not having children, when you had always expected to become a parent or
expecting to be able to retire at sixty only to realize that you unable due to personal finances. Merriam
points out that this type of transition has not really been recognized by educators, but may be significant
in stimulating learning. There are four types of nonevent transitions. The first, personal nonevents, are
those events that one expects to experience in their life but do not occur. An example may be getting
married and having a family. The second type is a ripple event. These events are the results of someone
close to us not having their personal expectations met. For example a spouse or partner not completing
an educational program or not getting a promotion at work. Resultant nonvevents are not directly
experienced by the individual but are the results of decisions made by those close to the individual. For
example, a child leaving school and moving back home because of financial difficulties. The fourth type,
delayed nonevent transitions, are those events that have not occurred in the time frame expected but
occur at a later date. An example of the type of transition would be having a child later in life.
Sleeper Transition: A final type, the sleeper transition, occurs gradually and the individual may not be
aware of the progression. This might involve becoming more competent in the skills needed to complete
an academic program or a new job, or parenting. This also could take on a negative form and for example
the ending of a relationship.
All transitions have a common impact in that our roles, relationships and routines have been altered. It is
not the type of transition that is critical, but how it changes the relationships, roles and assumptions of
the individual experiencing the transition. This may explain why, even when we choose the transition, it
still may be upsetting.

5. Briefly explain the following current service delivery philosophy and models in relation to the
following:
a) basic principles of person-centred practice, strengths-based practice and active support

Person Centred Approach - Puts the individual at the centre of the decision-making about their life
(aspirations, goals) and the supports they require.
Strengths-based Approach - Focuses on what an individual can do, and what they want to be able to do;
rather than focus on what they are not able to do.
Active Support - designed to make sure that people who need support have the chance to be fully
involved in their lives and receive the right range and level of support to be successful.
b) strategies to work positively with families, carers and friends
Acknowledge as their own experts, recognise them as partners in the care process, respect them
6. Provide three (3) examples of organisation policies and procedures in relation to carers and
families.
To be respected
To have the right to privacy and confidentiality
To be included in decisions
To have the right to complain about services
7. Briefly explain the legal and ethical requirements for working with carers and families and how
these are applied in an organisation and individual practice providing two (2) examples for each
of the following:
a) discrimination
It is essential that workers be fair and consistent when working with clients/carers. This means not letting
your personal biases and opinions impact on the way you interact with clients/carers, regardless of their
race, culture, religion, gender, age, disability or even the way they look. If we treat some clients/carers
differently based on any of the areas mentioned above then we are being discriminatory. Discrimination
is illegal in Australia—you can be sued if you discriminate against people in any of these ways.
It is essential you know about the anti-discrimination laws that exist in Australia if you intend to work as a
direct care worker with older people and people with disabilities. Anti-discrimination also forms part of a
direct care workers’ requirements for working in an ethical and professional manner.
b) Privacy, confidentiality and disclosure
Every carers has the right to privacy. Confidentiality is the protection of personal information.
Confidentiality applies to all information that a client/carer or other care worker tells you verbally or gives
you in writing. It also applies to things that you learn through observation. All information in a person’s
health care record or file is confidential and may not be disclosed without permission from the
client/carer or their guardian. Information may be shared with other team members but only when they
need the information in order to provide proper care.
Only the client/carer has the right to decide who to share their personal information with.

c) Work role boundaries – responsibilities and limitations

Work within boundaries and constraints applicable to work role
Workers in the CSI are often faced with situations that require and ability to make good ethical decisions.
Management has a responsibility to develop policies and procedures within their organisation and ensure
practice that reflects the values, mission and purpose of the organisation.
An ethical organisation has a clear set of values and principles that direct that everyone undertakes their
role. That is why it is so important to have ethical standards, so that we are operating by a professional
set of guidelines, not what we personally think is right or wrong.
Each professional discipline or its professional association, e.g. social work, psychology, nursing, welfare
work, etc., has its own particular code of ethics and/or code of conduct. All members are required to
abide by their own professional code of ethics and sanctions may be applied by the professional body for
breaches of these codes. Ethical codes are usually broad and encompass key areas of concern for the
particular type of work being performed. By clarifying what ethical conduct is supposed to be, professions
show commitment to a moral standard of behaviour.
As well as professional codes of ethical behaviour, some services also require their workers to comply
with additional and more specific guidelines in keeping with the needs of that particular community
and/or agency. For example, child care services and services for people with disabilities have particular
requirements or standards, as does the aged care industry. All ethical code requirements are based on
respect for the carer/client, care and protection for the carer/client where required, and appropriate
behaviour towards the carer/client at all times.
Workers are in a relationship of trust with their clients and often also with the families of clients. This
important relationship can be easily damaged. Workers often face situations that involve a conflict
between the needs or behaviours of others and their professional and personal values, called ‘ethical
dilemmas’.

ASSESSMENT MODE ONE – RECORD OF RESULT
Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION/ANSWER/PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
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Reassessment
Date(s):
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Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.
Confirmation of verbal and/or written feedback on responses (if applicable/required)
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature
If reasonable adjustment is required, please complete the Reasonable Adjustment Information

overleaf.
Reasonable Adjustment Information

Reasonable Adjustment details applies to the following Assessment Tasks
What reasonable adjustment was made:
Questions asked as clarification
Answers = noted response
Why this adjustment was made:
Student Declaration
I agree with the reasonable adjustment made as listed above and I was consulted in the
 adjustments made to suit my individual needs.
Student
Signature
Date
Assessor Declaration
Assessor Name
Assessor
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Date

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Feedback:
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Support relationships with carers and

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Confirmation of verbal and/or written feedback on responses

Date ____ / ____ / ____

Assessor Please Note:

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STUDENT ASSESSMENT DECLARATION

 The work that I have submitted in this Assessment Workbook is my own.

I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

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ASSESSMENT MODE ONE

Responses may include:

Responses may include:

 Provide emotional support

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Responses may include:

Responses are context specific but may include:

1. Report to appropriate manager any observations or changes in a residents health condition

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Assessment task 2: Identifying and confirming with your

Responses may include:

Assessment task 3: Providing support according to relevant

h) Effective communication strategies e.g. a communication book that is used EFFECTIVELY

Assessment task 4: Working in a manner that respects the

BREACH OF PRIVACY OR CONFIDENTIALITY

BREACH OF PRIVACY OR CONFIDENTIALITY

BREACH OF PRIVACY OR CONFIDENTIALITY

_ / _ / ___  

Date / /

_ / _ / ___  

Date / /