8..... 1 Contribute To Ongoing Skills.....

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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS001 Contribute to
ongoing skills development using a strength-based approach.
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 6 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You must read and answer the three case studies.
Assessment Task 3: Workplace tasks There are three parts to this task. You will do this in your work
placement service.
• Part A: Observation of a client to determine skills and

competency.
• Part B: Assisting with ongoing skills development for the

client (assessor observation)
• Part C: Verbal questioning.
Assessment Task 4: Workplace journal You are to complete a journal that documents your
contribution to skills development for two people with
disabilities.
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.
• Active Support – A handbook for supporting people with learning disabilities to lead full lives by
Jones et al: http://www.ideas.org.au/uploads/resources/245/Active-Support-Handbook.pdf
• Boundless – Centenary of Canberra National Playground
http://www.boundlesscanberra.org.au/index.html
• United Nations Convention on the Rights of Persons with Disabilities:

http://www.un.org/disabilities/convention/conventionfull.shtml
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
• Written questions
• Case studies
• Workplace tasks
• Workplace journal
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? • No
Y
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Do you understand the requirements of this assessment? • No

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

Y
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Do you have any special needs or considerations to be made for this assessment? Yes •
If yes, what are they? N
o
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Do you understand your rights to appeal the decisions made in an assessment? • No

Y
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Student name: Rajwinder kaur_________________________________________________________________________
Student signature: RAJWINDER KAUR__________________________ Date: 21/03/2019________________________
Assessor name: _____________________________________________________________________________________
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: RAJWINDER KAUR
Date of birth: 02/01/1995 Student ID: 77116
Unit:
• CHCDIS001 Contribute to ongoing skills development using a strength-based approach
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I Rajwinder kaur____________________________________________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: Rajwinder kaur_____________________________________________________________________
Student name: RAJWINDER KAUR_____________________________________________________________________
Date: 21/03/2019____________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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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
required.
• You must answer all 6 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 nam
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
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 as homework – your assessor will advise.
• Write in the 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
• Imagine you are the person in the wheelchair.
How do you think you would feel? Explain your answer.
I would have feel helpless and wish someone to help me. It would have make me realized that I need to
depend on others which will make me feel sad and disappointed with my life. It will make me feel that we
can’t live the life of our choice and that will make me feel low.
• Imagine you are the carer. How do you think you would feel? Why?
I really feel there was the ramp in the building so that it would have been easy for me to transfer my client.
With the stair I can’t take him to the building without others help. So I really feel the need of ramp for the
disable persons in public places.
• Considering the Social Model of Disability, do you think the problem lies with the person in the
wheelchair or the environment the person is in? Explain your answer.
According to the social model of disability the problem lies with the environment the person is in because
there is only the stairways to get in the building, which has become barriers for him to be independent, get
equal opportunity in society and have control over their lives.
• Describe this picture in terms of access and equity.
The access in the building gave the person no choice then turning back as he has no other option, this
have deprived him from opportunity and equality in the society. If he had option for access like ramp and
equity in the society, he would have become independent and gave equal result to the society as other do.
Question 2
Jeremy is 12 years old. He has a mild intellectual disability and has very bad eczema, which leaves his skin
itchy and raw. He goes to the local school where there is a reputation of bullying. Several children in the
school call Jeremy ‘Dumb scratch’.
Sometimes the bullies take his school bag and tip his lunch onto the ground. ‘You don’t need food anyway –
freaks don’t deserve to eat!’ they yell at him.
Jeremy tells his teacher, but the teacher says, ‘Toughen up and get over it!’
•
• How do you think the response to Jeremy’s disabilities will contribute to his quality of life in the
future? Describe three ways.
1. His confidence level will be low and he won’t be able to take necessary step in life.
2. He won’t be able to make choice and control over his life
3. He will feel low and needs someone to help him
Peter is 12 years old. He has a mild intellectual disability and a speech impediment, which makes it difficult
for people to understand him.
He goes to the local school, which has a reputation for inclusiveness. Peter has a teacher’s aide who
assists him in the classroom. She has been working with him for some time and is able to understand his
speech easily and she will help Peter to get his message across if he is struggling.
The teacher’s aide works closely with Peter’s speech therapist. Peter has been buddied up with a boy of his
own age, Martin. Peter knows that he can always go to Martin if he has any problems.
A new child at the school called Peter an insulting name and start to imitate his speech. This was reported
to the principal, who called the new child into his office and explained why his behaviour was
inappropriate. The child apologised to Peter and they ended up playing football together.
Peter is good at art and sport. The school makes sure there are plenty of opportunities to build on these
skills – not only for Peter but for all the children.
Peter enjoys going to school. Sometimes the work is hard, but the teachers and the teacher’s aide always
spend time to help him understand. He is starting to reap the benefits of his speech therapy and he is
improving in his ability to communicate.
• How do you think the response to Peter’s disabilities will contribute to his quality of life in the future?
Describe three ways.
1. He will be confident and can take necessary step in his life
2. It would be happy in his life and always try to learn and improve his weakness.
3. He will have positive attitude. He will be able to make choices and control over his life
In days gone by, disengagement for people with an intellectual disability was a major problem. Many
people were left spending most of their day doing nothing, just waiting for something to happen – bathing,
feeding, clothing and so on, but engagement in everyday activities was impossible.
Person centred active support is a support mechanism to provide the right amount of assistance to assist a
person to be engaged and to exercise choice and control over their lives.
• An important part of person centred active support is to break tasks up into simple steps.
Imagine you have a client who enjoys cooking. Write down all the steps involved in making a simple
dessert – fruit salad with ice cream. Make sure you include the opportunity for choice in the steps.
Step 1: Get the wide mouth bowl and arrange the fruit of your choice.
Step 2: take your favourite ice cream and pour it on the top of the ice cream.
Step 3: Pour the milkmaid over it and sprinkle coca power or you can use sugar syrup.
Step 4: Garnish with cashew, raisin and almonds
• Choose one of the steps that you wrote above.
Use the ASK–INSTRUCT–PROMPT–SHOW–GUIDE approach to explain how you would do each of

these to support a client with this step.
The first one has been completed as an example for you.
ASK Would you like to peel the banana?

INSTRUCT Pour ice cream on the top of fruits
PROMPT You are doing well, now you can make your fruit salad ice cream by
yourself
SHOW If you want coca powder in your desert, then sprinkle it from 1 metre above
GUIDE Wait a second, you need to first arrange your fruits in the bowl then pour
ice cream on top of it
• If you found that your client could quite easily do the task after you prompted them, what would you
do next time you were helping them with this task?
No, I will let to do by himself and will guide him if he needs my help.
Question 3
Gary has ADHD. He is disruptive, noisy, fidgety, frustrated and he finds it very difficult to stay on task.
Gary’s mother is going crazy – she feels like she is yelling at him all the time to stop, to be quiet, to sit still or
to get on with his homework.
• What advice would you give to Gary’s mother to use positive reinforcement techniques to assist
Gary to manage his behaviour? Provide three examples to assist Gary’s mother to understand.
I would advice Gary’s mother to first understand his son’s behaviour and find out the reason behind his
behaviour then give him respect for what he is and provide him support and encouragement to change his
behaviour.
Three examples to assist Gary’s mother to understand are:
• Seek the support from the expertise like psychotherapist to understand his behaviour.
• Observe Gary’s behaviour and record it accurately later consult it to expertise.
• Identified the individual plan, interpret and follow the skill and behaviour changing plan.
• List three things that might motivate Gary to learn.
1. Learning at different place, setting different environment each time so that he feel comfortable while
learning
2. Respect, supporting, environment, care and encouragement
3. Sense of independence and empowerment

• What are three things that might demotivate Gary to learn?
1. Not getting individual support and respect
2. Not having individualized plan and have to work on others plan
3. Not getting any guideline and feedback from the expert
Question 4
Henry has been brought up in a family of atheists.
When Henry was in his 20s, he had a car accident that left him a paraplegic. During his recovery he met a
Catholic priest who talks to him about spiritual matters.
Henry was very taken by the Catholic religion – he started attending services in the hospital and reading the
bible that the priest has given him. His newfound religion gave him the strength to carry on.
After his release from hospital, Henry asks his family if they will take him to church on Sundays. His family
are disgusted that he has found religion and say he must forget all that religious rubbish. There is no way
they will take him to church, and if the priest comes to visit the door it will be shut in his face.
Henry is depressed. He cannot get to church without his family’s support.
Is this an invasion of Henry’s human rights? Explain your answer, making sure you refer to the United
Nations Convention on the Rights of Persons with Disabilities.
Yes, it is the invasion of Henry’s human right as he asked his family to take him to church but they didn’t
take him to church and they did allow him to meet with priest. According to the United Nation Convention
on the rights of the person with disability it is the right of the person with disability to get liberty of
movement, freedom to choose their wants in life, freedom to make own choice, get proper treatment and
assistance, support on his individualized plan and get equal right on the basis of other. Since Henry’s family
didn’t allowed him to live his choice it is the invasion of human right.
Question 5
Massimo works with people with intellectual disabilities. Today he has taken a group of five adolescents to
the park for an outing. They have skateboards and he takes them to the skate park – which he does each
week. They always enjoy their outing and, because they are good friends, there is never any trouble.
Today a pretty young woman is at the skate park with her little brother. She is around Massimo’s age.
She and Massimo start talking and they enjoy each other’s company. When her brother is ready to go
home, Mohammed asks her for her number. She tells him she has a pen in the car.
Massimo checks on his clients and, because they are playing nicely, he leaves them to go to the car park.
The car park is not in the direct line of sight of the skate park. Massimo gets the phone number and they
chat for another 15 minutes.
All of sudden Massimo hears yelling from the skate park. He runs back to find one of his clients, Mike, has
been pushed off his skateboard by a bully. Apparently the bully had laughed at them all. Mike had gotten
angry at him, so the bully pushed him off his board.
Mike has hit his head on the concrete and he has a nasty gash, which is pouring blood.
Massimo feels bad as he could have dealt with the bully if he had been there.
• What was Massimo’s duty of care to his clients?

His duty of care is to protect the client from any hazards, ensure to monitor all the aspect of client’s service
delivery and up held the reputation, ensure to meet al the needs of the client and meet duty of the care
requirement. It is his duty to look after them, keep on eye on them and protect them.
• How has Massimo breached his duty of care?
It is his duty of care to look after his client, protect them and give his full attention to them but he left them in
the skate park and began to talk with his new friend, which result in accident of her client. Hence he bleach
his duty of care.
• What are the consequences of Massimo’s actions?
His client Bully pushed Mike of his skateboard thus result to serious head injury. His action will affect the
reputation of his organization and it will have impact on his job.
• What should Massimo have done when the woman said she needed to get a pen from her car?
He should have asked her to bring the pen from the car instead of going with them in car park and he
should have gave his full attention to his client
• What documentation will Massimo need to complete?
He needs to fill the accident form, report about the accident to his supervisor and also record about the
accident
Question 4
Explain what is meant by ‘self-determination’.

It refers to the characteristics of the person that leads them to make choices in life as per their preferences
and interest and direct their action to achieve their goal.
Question 6
‘Boundless Canberra’ is an ‘all abilities’ playground that has opened in Canberra, ACT. The playground
provides a space where all people can meet and play, regardless of their abilities. The play equipment is
easily accessible for people of all abilities without being specifically designated ‘disabled access.’
The community is encouraged to use the playground, and to support it through fund raising and other
activities.
(More information can be found at http://www.boundlesscanberra.org.au/index.html)
• In what way do projects such as this contribute to community education?
These projects support the equality in disability person and other persons. These projects gave the feeling
of respect to the disable person, which build confident in them, make them feel they are important part of
the society, give them the confident that they can also contribute to the society like other normal people do.
Such project provide encouragement to disable people to make their own choices and live their life happily
also these projects provide awareness to encourage people to contribute to provide support to the disable
people.
•
• What opportunities does the playground give to community groups? Suggest two.
• Playground is very happy place to be, all of them will be at happy mood in play ground thus when
people come together there they began to share their problem with each other, listen to each other
that gives them the feeling of support.
• Disable people feel low as they have to depend on others so they feel depress and dislikes
meeting with people. The concept of playground give them opportunities know them, explore them
and helps them to be socialized.
What do I need to hand in for this task? Have I completed this?
Your answers to each question
Unit:
Assessment Task Resubmission? Student Sufficient/ Date

Y/N insufficient
initials
Case study 1
Case study 2
Case study 3
STUDENT DECLARATION

work.
Student signature: Rajwinder kaur_______________________________________________________________________
Student name: RAJWINDER KAUR_______________________________________________________________________
Date: 21/03/2019______________________________________________________________________________________
ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDIES
Task summary:
You are to read each case study and answer the questions that follow.
• Access to textbooks and other learning materials.
• Access to a computer and the Internet (if you prefer to type your responses).
When do I do this task?
• You will do this task in the classroom or as homework – your assessor will advise.
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:
Case Study 1: Jemma
Jemma has cerebral palsy. She lives with her sister, Eliza, who is her carer. Eliza has brought Jemma in to
be assessed for a communication aid to assist with understanding Jemma’s speech, which has
deteriorated significantly.
Eliza has no trouble understanding Jemma as she is used to how she communicates. Eliza finds now that
she has to translate for Jemma when she is communicating with others. This is having a significant effect
on Jemma’s independence.
Apart from her speech, Jemma is quite independent. She uses her wheelchair to get to the local shops
where she likes to go each day. A personal carer helps her with showering and dressing each morning.
You will be assisting with this assessment.
•
• There are a number of different communication aids available. How can the assessment be done so
that both Jemma and Eliza have a part in the decision-making process and an aid is chosen that
best suits Jemma’s needs?
First of all Jemma’s skills and competencies should be observed, her skills and strength should be figure
out, then plan should be make giving prior to her skill and capabilities, improvement on developing her
skills and family, support from the family member. Thus they take part in decision making process and
choose the communication aid that best suits Jemma.
Jemma is quite tech savvy, so she decides to go for one of the more complicated speech-generating
devices. This will be very effective when she needs to communicate with people in the community.
Eliza is a bit worried as she is not tech savvy and it all looks too complicated for her to understand.
• What support will need to be given to both Jemma and Eliza to get used to using this technology?
Firstly asking them what support they need, giving training to use the technology, providing activity
schedule and showing the step-by-step methods, making then understand by visual display and using
picture support, all these support will be needed to give both Jemma and Eliza to get used to using this
technology.
Jemma asks you a question about the device but you are having trouble understanding her. Eliza has just
left the room and so you cannot get a translation.
• What will you do to try to understand what Jemma is saying?
Using visual support I will try to understand her question and answer her question also I will confirm with
her asking yes no question
Your answers to this case study
Case Study 2: Hamilton
Hamilton was involved in a car accident. He severely damaged his legs and is now undergoing
rehabilitation to learn how to walk again. It has been a frustrating process for Hamilton, however he has
been making slow progress.
Today he is visibly distressed. He confides that his girlfriend has walked out on him, saying she ‘I don’t want
to live with a cripple.’ Hamilton doesn’t think he will continue with the rehab as he doesn’t seem to be
getting anywhere. He may as well just stay in his wheelchair.
You are concerned about Hamilton’s ability to look after himself now that his girlfriend has left.
• You would like to report Hamilton’s change in circumstances to your supervisor, but Hamilton has
spoken to you in confidence. What should you do?
I would have told him that if your girlfriend leaves you when you need her most then she is not the right
person for you, Now you should be strong and work on your ability to prove yourself the best. This way I
would have encourage him, support and motivate him and I would have tell him that I should report all this
circumstances to my supervisor and make him believe that, it is useful and important to him.
• What could be done to support Hamilton through this time?
I would have told him that if your girlfriend leaves you when you need her most then she is not the right
person for you, Now you should be strong and work on your ability to prove yourself the best. This way I
would have encourage him, support and motivate him and I would have tell him that I should report all this
circumstances to my supervisor and make him believe that, it is useful and important to him.
• What impact do you think Hamilton’s girlfriend’s comments may have on his quality of life?
He was trying hard to learn to walk again but after he heard his girlfriend comment, I think he loss his wish
to be normal like before and loss his wish to live his life. Thus I think his girlfriend comment has made deep
impact on him.
Your service suggests that Hamilton receive home and community care services to assist him with
showering, dressing and cleaning.
Hamilton says he is sick of people meddling in his life and he wants to be left alone. Your supervisor thinks
there is a high risk in living alone without receiving care services.
• What rights does Hamilton have to not receive services?

According to the human rights and disability right under Australian law Hamilton have the rights to deny to
so his treatment and accept any service.
Case Study 3: Herriot
You are working in a community health service that is run in conjunction with a youth drop-in program.
Herriot is a 14-year-old girl who has been attending the program for some time. Herriot has an intellectual
disability and has a reputation for dishonesty, including telling lies and stealing from others.
Herriot does not have good social skills. She is also not skilled in managing her money.
Despite Herriot’s tendency to steal, she will always admit to having done so if she is asked.
Today you are working with Herriot. You are going to take her to the local shopping centre to buy some
clothes. She has $150 in her bank account. This is her money to spend as she wishes, but she needs to
keep $50 for her phone bill.
• While you are out at the shops, what opportunities may there be for incidental learning? List at least
four.
1. CCTV camera at shop and post on the wall saying that smile you are at camera.
2. Staff checking the bill from the customer to make sure they have paid for the entire product they
bought.
3. Seeing the staff helping the customer to find the product
4. Man was caught stealing clothes from the shop
Herriot says she wants to take $100 from the ATM. You prompt her to press the correct keys.
She is now ready to go shopping. Herriot sees a jumper that she wants. It is bright pink and costs $60.
There are other jumpers on special for $20 – not quite the same colour but still a pretty pink.
The $60 jumper will use up most of her money.
• How would you support Herriot to make her own decision about this purchase?
• I would have support her by saying the advantage of buying the 20 dollar jumper that she can
save 40 dollar which an be used to buy other things too. Or if she like the 60 dollar jumper and
finds far better than 20 dollar jumper its good to go with 60 dollar also buying something you
don’t like is just waste of money.
• Thus I will tell her the clearly about the advantage and disadvantage of buying 20 dollar or
60 dollar jumper and let her to make her decision.
After thinking carefully about it, Herriot decides on the $60 jumper. There is also a skirt that she wants for
$50. She decides that she will withdraw all her money and, instead of buying $50 credit for her phone she
will just buy $20 worth of credit.
You go back to the ATM.
• Last time you were at the ATM you verbally prompted Herriot step-by-step how to withdraw money.
She seemed to grasp the concept. What support will you give her this time?
I will let her do on her own so that she can remember what she did before but I will guide her if she goes to
wrong track.
Name: Rajwinder kaur

Unit:
Student
Workplace tasks
STUDENT DECLARATION

work.
Date: 21/03/2019____________________________________________________________________________________
ASSESSOR FEEDBACK
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ASSESSMENT TASK 3: WORKPLACE TASKS
Task summary:
There are three parts to this task:
• Part A: Observation of a client to determine skills and competency.
• Part B: Assisting with ongoing skills development for the client.
• Part C: Verbal questioning.
• Part B and Part C will be completed during your assessor’s visit to you
Before you begin this task you must obtain permission from your work placement supervisor to work with a client.
Ask your supervisor to sign the permission form at the end of this task. You will need to submit this as part of your assessm
Part A: Skills assessment
What do I need in order to complete Part A of this assessment?
• Approval from your work placement supervisor to complete this task (see attached permission form)
• Access to a client with a disability.
• The client’s individual development plan.
• Access to the client’s family or carer and supervisor.
When do I do Part A of this assessment?
• You will do this task in your work placement service.
If your assessor sees that you have not completed all parts of the report correctly, they will give you
some feedback and you will need to resubmit.
Instructions:
Once you have chosen your client and received permission from your supervisor to proceed, you will
need to learn about your client’s skills and competencies.
You should do this by:
• observing the person’s skills and competencies (you must do your observation in a way that
respects the rights of the client– seek advice from your supervisor of how best to do this)
• reading your client’s individualised plan and discussing it with staff
• talking to your client’s family and carers.
Write a report of approximately 1000 words that covers the points below. Remember to not identify your
client by name – refer to them as Client X, for example.
• Your observations must be recorded clearly, accurately and objectively.
• Write about:
• The outcomes of your observation:
• How did you go about the observation?
• What strengths does your client display?
• What does your client enjoy doing?
• Are there any things that your client does not like?
• Information from your client’s individualised plan and discussions with staff:
• What are the goals of your client?
• What plan is in place for their skill development?
• What services and resources are available to support their skill development?
• Discussions with your client’s family and carers (if applicable).
• What else did you learn about your client’s strengths, goals and aspirations?
What do I need to hand in for Part A? Have I completed this?
Your completed report
Part B: Skills development
What do I need in order to complete Part B of this assessment?
• The client’s individual development plan.
• Resources for skills development activity.
• Workplace reporting documents.

When do I do Part B of this assessment?
• 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, they will give you some
feedback and you will need to do the specific task again.
Instructions:
For this task you will be observed by your assessor assisting with ongoing skills development for the
client you chose in Part A.
Your assessor will organise a suitable time with your supervisor, yourself and your client for this
observation to occur.
Prior to the assessment taking place, ensure that you are familiar with your client’s individualised plan
and the skills development strategies.
Talk to your supervisor about your role in assisting with the skills development.
Your assessor will be looking to see that you can:
• Explain to them the skills development strategies you will be working with on the day.
• Encourage and assist the client to engage as actively as possible.

For example: encouraging the skills they are competent in; using the Ask, Instruct, Prompt, Show, Guide model, gauging the
interest of the client.
• Assist the client to use resources to assist them with skills development.
For example: using adaptive technology, visual aids, specialist equipment, mobility equipment and so on.
• Support the client to use their strengths.
• Use appropriate teaching strategies.

For example: use of strength-based approach – focusing on what the person can do; recognising that all people have inherent
capacity to learn, grow and change; using the Ask, Instruct, Prompt, Show and Guide model; providing encouragement.
• Provide prompting and fading prompting as required.
• Provide the client with constructive feedback.
• Work with the client in an appropriate, respectful manner.

For example: respecting differences; being non-judgmental; treating them as an individual; seeing ‘the person’, not ‘the
disability’.
• Discuss any difficulties with activities with the client.

For example: finding out the client’s perceptions of the difficulty; discussing options; encouraging problem solving; assisting
with ideas for solutions.
• Complete and maintain documentation in line with workplace requirements.

For example: skills development plan, case and care management plans, documenting progress.
What do I need to hand in for Part B? Have I completed this?
You do not need to submit anything for this part NA
Part C: Verbal questions
Following the completion of Part B, your assessor will ask you a set of verbal questions about your client
and experiences in this area.
What do I need to hand in for Part C? Have I completed this?
You do not need to submit anything for this part NA
Skills Development – Permission Form
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 one client.
• 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: ___________________________
Unit:
Student
Workplace journal
STUDENT DECLARATION

work.
Date: ______________________________________________________________________________________________
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________
ASSESSMENT TASK 4: WORKPLACE JOURNAL
Task summary:
You are to complete the attached journal to document your contribution to skills development for two
• Access to two clients with disabilities (do not choose the client from Assessment Task 3).
• Individual development plan for each client.
• Resources for skills development activity.
• Workplace reporting documents.
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 the journal or the journal is not clear or
detailed enough, they will give you some feedback and you will need fix the errors and resubmit.
Instructions:
You must fill out the attached journal to demonstrate that you have contributed to the skills development
of two clients.
Note: These clients must be different from the client you worked with in Assessment Task 3.
Your completed journal for Client 1
Your completed journal for Client 2
ASSESSMENT TASK 4: CONTRIBUTING TO SKILLS DEVELOPMENT
Complete this journal for each of the clients that you work with.
You must complete each part of the journal. As you complete the tasks, ask your supervisor to sign off each entry to indica
followed workplace policies and procedures.
CLIENT 1
Date:
Skills development activities (describe briefly)

Written questions (client 1):
• How did you make sure you used an

approach that focused on the client
and their strengths?
• What resources are used by the client

to build on their skills and improve their
levels of independence? Briefly
describe each one.
• How does this client like to

communicate? Did you need to adjust
your own style?
• What do you think are good strategies

to maximise enjoyment and
participation for this client?
• What do you think demotivates this
client?
• Do you think the activities you were

doing with your client today are
designed to build independence?
Explain your answer.
CLIENT 2
Date:
Skills development activities (describe briefly)

Written questions (client 2):
• How did you make sure you used an

approach that focused on the client
and their strengths?
• What resources are used by the client

to build on their skills and improve their
levels of independence? Briefly
describe each one.
• How does this client like to

communicate? Did you need to adjust
your own style?
• What do you think are good strategies

to maximise enjoyment and
participation for this client?
• What do you think demotivates this
client?
• Do you think the activities you were

doing with your client today are
designed to build independence?
Explain your answer.

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

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ABOUT YOUR ASSESSMENTS

Assessment Task About this task

• Part A: Observation of a client to determine skills and

• Part B: Assisting with ongoing skills development for the

• Part C: Verbal questioning.

• United Nations Convention on the Rights of Persons with Disabilities:

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? • No

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

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

Student name: Rajwinder kaur_________________________________________________________________________

Student signature: RAJWINDER KAUR__________________________ Date: 21/03/2019________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Make sure you have kept a copy of your work.

Name: RAJWINDER KAUR

Date of birth: 02/01/1995 Student ID: 77116

Student to complete Assessor to complete

I Rajwinder kaur____________________________________________declare that these tasks are my own

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

Student signature: Rajwinder kaur_____________________________________________________________________

Student name: RAJWINDER KAUR_____________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

• You must answer all 6 questions correctly.

• Write your answers in the space provided.

What do I need in order to complete this assessment?

• Access to textbooks and other learning materials.

When do I do this task?

• Write in the 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.

How do you think you would feel? Explain your answer.

• Describe this picture in terms of access and equity.

2. He won’t be able to make choice and control over his life

3. He will feel low and needs someone to help him

Step 4: Garnish with cashew, raisin and almonds

• Choose one of the steps that you wrote above.

Use the ASK–INSTRUCT–PROMPT–SHOW–GUIDE approach to explain how you would do each of

The first one has been completed as an example for you.

ASK Would you like to peel the banana?

Three examples to assist Gary’s mother to understand are:

• Observe Gary’s behaviour and record it accurately later consult it to expertise.

• List three things that might motivate Gary to learn.

2. Respect, supporting, environment, care and encouragement

3. Sense of independence and empowerment

1. Not getting individual support and respect

2. Not having individualized plan and have to work on others plan

3. Not getting any guideline and feedback from the expert

Student signature: RAJWINDER KAUR__ Date: 21/03/2019

Assessor signature: _____________________________ Date: