CHC43015 Certificate IV in Ageing Support

Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au Web: www.hammond.edu.au Phone: 1800 788 399 Unit Assessment Pack (UAP) Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details Course code CHC43015 Course name Certificate IV in Ageing Support Unit code CHCADV001 Unit name Facilitate the interests and rights of clients Assessment Submission Method By hand to trainer/assessor By email to trainer/assessor Online submission via Learning Management System (LMS) By Australia Post to RTO Any other method _________________________________________________ (Please mention here) Student Declaration Date: _______________________Student signature: ________________________________ on its database for future plagiarism checking). this assessment to a checking service (which may retain a copy of the assessmento Take steps to authenticate the assessment, including communicating a copy ofo Reproduce this assessment and provide a copy to another member of staff; and permission to: For the purposes of assessment, I give the trainer/assessor of this assessment the reference material that I used in the production of the assessment pack; I have kept a copy of this assessment pack and all relevant notes, attachments, and form of malpractice; referenced any sources used in my submission. I understand that a false declaration is a I certify that the work submitted for this assessment pack is my own. I have clearly Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 2 of 59 Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Case studies S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 3 Project S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 4 Work Placement Observation S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 5 Work Placement Tasks S / NS (First Attempt) S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 3 of 59 Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to assist clients to identify their rights, voice their needs and concerns and realise their interests, rights and needs. This unit applies to workers of all levels in a range of health or community services settings who provide services using a human rights-based approach and have direct interaction with clients. What the student can expect to learn by studying this unit of competency Facilitate clients interests, rights and needs Advocate in accordance with client preferences and requests to optimise client outcomes Provide ongoing support to clients Support clients to make a complaint The review process Training and assessment resources required for this unit of competency The student will have access to the following: Learner guide PowerPoint presentation Unit Assessment Pack (UAP) Access to other learning materials such as textbooks The resources required for these assessment tasks also include: Access to a computer, the Internet and word-processing system such as MS Word. An operational business environment to implement the learning plan. Computer technology and documentation as required. Codes of practice and standards issued by government regulators or industry groups. Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: Undertake studies and research responsibly and with honesty and integrity. Ensure that academic work is in no way falsified. Seek permission to use the work of others, where required. Acknowledge the work of others appropriately. Take reasonable steps to ensure other students cannot copy or misuse your work. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 4 of 59 Plagiarism Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: Paraphrasing and presenting work or ideas without a reference Copying work either in whole or in part Presenting designs, codes or images as your own work Using phrases and passages verbatim without quotation marks or referencing the author or web page Reproducing lecture notes without proper acknowledgement. Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: Work with one or more people to prepare and produce work Allow others to copy your work or share your answer to an assessment task Allow someone else to write or edit your work (without rto approval) Write or edit work for another student Offer to complete work or seek payment for completing academic work for other students Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy. Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action. Other Important unit specific Information N/A Unit outcome This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT). Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC). Prerequisite/s N/A Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 5 of 59 Co-requisite/s N/A Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Code of ethics and codes of conduct Ethical Principles in the Workplace Codes of practice The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) Occupational Health and Safety Act 2004 Work Health and Safety Act 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/CPCCBC5010B Additional Information This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 6 of 59 Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. Feedback to student Feedback on students assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: Be provided for each Unit Assessment Task (UAT). Guide students to adapt and adjust their learning strategies. Guide trainers/assessors to adapt and adjust teaching to accommodate students learning needs. Be a pivotal feature of learning and assessment design, not an add-on ritual. Focus on course and unit learning outcomes. Guide students to become independent and self-reflective learners and their own critics. Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 7 of 59 Unit Pre-Assessment Checklist (UPAC) UAT 1 Unit Knowledge Test (UKT) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeals process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 8 of 59 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) LLN Speaking Reading Writing Confidence Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Non- English Speaking Background Speaking Reading Writing Cultural background Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs Indigenous Knowledge and understanding Flexibility Services Inappropriate training and assessment Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Age Educational background Limited study skills Make sure font size is not too small Trainer/Assessor should refer to the students experience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 9 of 59 Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Educational background Reading Writing Numeracy Limited study skills and/or learning strategies Discuss with the Student previous learning experience Ensure learning and assessment methods meet the students individual need Disability Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 10 of 59 Unit Assessment Task (UAT) Assessment Task 1 - Unit Knowledge Test (UKT) Assessment type: Written Questions Assessment task description: This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency. The Unit Knowledge Test is comprised of twenty (20) written questions. You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task. You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions: All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use computers to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment) For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment. Trainer/Assessor will provide student further information regarding the location for completing this assessment task. Instructions for answering written questions: Complete a written assessment consisting of a series of questions. You will be required to correctly answer all the questions. Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 11 of 59 Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality. Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source. How your trainer/assessor will assess your work? This assessment task requires the student to answer all the questions. Answers must demonstrate the students understanding and knowledge of the unit. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities: Knowledge of the Universal Declaration of human rights. Knowledge of the relationship between human needs and human rights. Knowledge of legal and ethical considerations related to facilitation of client rights and interest and how these impact individual workers. Knowledge of what discrimination is and how to address it. Knowledge of negotiation, advocacy and mediation. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 12 of 59 Assessment Task 1 - Unit Knowledge Test (UKT) Instructions: This is an individual assessment. The purpose of this assessment task is to assess the students knowledge of facilitating clients interests and rights. To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides. All questions must be answered in order to gain competency for this assessment. You may attach a separate sheet if required. You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers. Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. Resources required to complete the assessment task: Computer Internet MS Word Printer or e-printer Adobe acrobat/reader Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 13 of 59 Questions: Question 1: What is the Universal Declaration of Human Rights? Conduct the appropriate research and describe the main features of the declaration in 200-250 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 14 of 59 Question 2: Research the Declaration of Human Rights and complete the following table by listing at least three (3) rights and a situation in which each one might be infringed. Right Example of the right being infringed E.G The right to education A parent not sending their child to school Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 15 of 59 Question 3: In some instances, you may be required to consult with colleagues and other service providers about your clients circumstances. Discuss the legal and ethical frameworks of the below in 30-50 words for each Privacy, Confidentiality, Disclosure Informed consent Question 4: In your work you are bound by different legislations that guide the development of the code of conduct you follow in the workplace. Complete the table below identifying how each legislation listed would impact your role as a support worker and how you would ensure you are compliant with each legislation. (50-75 words each) Relevant legislation How does this legislation impact your role? How do you ensure you are compliant with this legislations requirements? Occupational Health and Safety Act Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 16 of 59 Privacy Act Human Rights and Equal Opportunity Act Discrimination Act Question 5: Provide an example of discrimination based on each of the following characteristics and a potential way to address and/or avoid the discriminatory action. (15-30 words per example) Gender Age Disability Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 17 of 59 Question 6: You are working as a case worker in an aged care setting where you have a client attend an appointment with their husband who the main care giver for the client is. The client is asking that they look at assisted living in and aged care facility and the husband is arguing against this as an option. a) Describe how you might use negotiation, mediation and advocacy in this scenario. Write your response in 60-90 words. b) Explain the difference between negotiation, mediation and advocacy? Write your response in 60-90 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 18 of 59 Question 7: Briefly explain empowerment and disempowerment. Give an example of both an empowering and disempowering statement to a client. Write your response in 80-120 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 19 of 59 Question 8: Provide three examples of opportunities and/or strategies that you can use to obtain feedback on your work performance and to identify areas of improvement. Question 9: Explain the difference between a human right and a human need. Identify the relationship between rights and needs. Write your response in 50 -100 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 20 of 59 Question 10: Suggest two (2) ways a client could make an internal complaint to the organisation working with them. Write your response in 10-20 words. Question 11: Identify an external complaints organisation that is available to aged care clients. Write your response in 30-50 words. Question 12: Provide a brief description of duty of care. (20-30 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 21 of 59 Question 13: Identify ten (10) indicators a client is being physically abused. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 22 of 59 Question 14: Explain the steps you would take after a client has disclosed that they are/have been abused? (30-50 words) Question 15: When working with clients with different needs it may be apparent that the client is unable to self-advocate therefore they would have an agency or individual advocate for them. A) Why might an advocacy organisation need to refer clients to another organisation for advocacy services? B) What is a referral? C) What can you do to ensure an effective referral process? D) Identify two (2) of each: community services, networks, referral options, that are relevant to client services Write your response in 300-350 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 23 of 59 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 24 of 59 Question 16: What should you do if you are aware of a potential conflict between client needs and organisational requirements? Discuss in 30-50 words. Question 17: Identify three (3) common risks to client safety and wellbeing? Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 25 of 59 Question 18: As a worker you are guided by your organisations policies and procedures to complete your day to day tasks. There are several legal and ethical considerations that are taken into account when each organisation develops and amends these policies and procedures. Using the table below provide an explanation of each legal and ethical consideration listed and how this consideration would impact your practice as a worker. Answer in 30-60 words for each Legal and ethical consideration Explanation Impact this consideration would have on your practice. Duty of care Human rights Mandatory reporting Privacy, confidentiality and disclosure Informed consent Complaints process Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 26 of 59 Question 19: Conduct your own research and answer the following questions. Two links have been provided to assist you with your research. https://www.humanrights.gov.au/human-rights-based-approaches http://gsdrc.org/topic-guides/human-rights/human-rights-legal-framework/#instruments a) Explain the human rights framework (10-20 words b) Identify 3 human rights instruments (10-20 words) c) Describe the common principles of a human rights approach (50-100 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 27 of 59 Question 20: You have been working with a client for some time now. You are often attending to her when her eldest daughter visits. The daughter has two young children that she brings with her, both children appear to be in the same clothes each time that are rather dirty and their skin and hair does not appear to be clean. The children are always asking your client for food saying they have not eaten. You begin to ask your client some open questions about her daughter and the children when she tells you she is worried for the children and she believes her daughter mistreats them. Whilst attempting to clarify what she means by this your client tell you that she knows her daughter does not send the children to school as she does not bath or feed the children and has been in trouble with the school previously for this. What do you need to do in this situation? Which authority organisations should be informed of the childrens potential negligence? Write your response in 50-100 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 28 of 59 Unit Assessment Result Sheet (UARS) Assessment Task 1 Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code CHCADV001 Unit name Facilitate the interests and rights of clients Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 29 of 59 Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me. Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 30 of 59 Unit Pre-Assessment Checklist (UPAC) UAT 2 Unit Project (UP) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeals process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 31 of 59 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) LLN Speaking Reading Writing Confidence Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Non- English Speaking Background Speaking Reading Writing Cultural background Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs Indigenous Knowledge and understanding Flexibility Services Inappropriate training and assessment Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Age Educational background Limited study skills Make sure font size is not too small Trainer/Assessor should refer to the students experience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 32 of 59 Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Educational background Reading Writing Numeracy Limited study skills and/or learning strategies Discuss with the Student previous learning experience Ensure learning and assessment methods meet the students individual need Disability Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment provision of information or course materials in accessible format, e.g. a text book in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Unit Assessment Task (UAT) Assessment Task 2 Unit Skills Test (UST) Assessment type: Case studies Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 33 of 59 Assessment task description: This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency. This assessment task requires you to read the case studies and answer the questions that follow. You must answer all questions correctly in order to successfully complete this project. You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available. You must attempt all questions for your trainer/assessor to assess your competency in this assessment task. Applicable conditions: This task is untimed and are conducted as open book tests (this means you are able to refer to your textbook). You must read and respond to all questions in this assessment task. You must complete this task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. Resubmissions and reattempts: Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in an independent learning environment or learning management system. Your trainer/assessor will provide you further information regarding the location of completing this assessment task. How your trainer/assessor will assess your work? This assessment task requires the student to successfully complete all questions. Answers must demonstrate the students understanding and skills of the unit. You will be assessed according to the provided performance checklist/ performance criteria. Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate students following skills and abilities: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 34 of 59 Skill to identify the clients rights. Skills to advocate for the clients right to complain Demonstrate an understanding of the complaints process. Demonstrate an understanding of legal and ethical considerations. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 35 of 59 Assessment Task 2 - Instructions to complete this assessment task: Please write your responses in the template provided. You may attach a separate sheet if required. You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers. Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. The premise of the project must be closely related to the previous assessment task. This submission must be well presented and follow the guidelines and instructions provided. Please follow the format as indicated in the template section below. One of the most important steps that you can take: proofread your answers. Appropriate citations are required. All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task: Computer Internet MS Word Printer or e-printer Adobe acrobat/reader Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 36 of 59 Case study Miriam is an 82-year-old woman who has been living in a nursing home for the last three years. She experiences a lot of pain due to arthritis and is on medication for her blood pressure. Miriam enjoys participating in many of the activities available in the nursing home and is an active member of the Scrabble club and book club. The medical staff recently changed the dosage of Miriams medication without any discussion with her. Miriam is now experiencing more side effects than usual including nausea, dizziness and headaches. Miriam has come to you as she is concerned about the changes the medical staff have made in her medication. Miriam has no next of kin to discuss her concerns with. Question 1: What right of Miriams is not being met? (10-20 words) Question 2: What rights does Miriam have? (10-20 words) Question 3: After observing Miriam in the nursing home and hearing her frustrations she says she wants to make a complaint about her treatment. Do you feel that Miriam has the ability to advocate for herself? What level of advocacy support might Miriam need? Discuss your response in 50-70 words. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 37 of 59 Question 4: Before you assist Miriam in following up her complaint what processes would you need to follow in regard to obtaining and sharing her information? Write your response in 50-100 words. Question 5: Suggest three services that you could refer Miriam to if she chooses to take her complaint further. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 38 of 59 Case study 2 Ian is a 75-year-old client of yours whom has recently been diagnosed with dementia. Ians wife passed away several months ago and since he passing Ian has not seen any of his 4 children. Since Ians diagnosis he requires fulltime care and support for his condition. Ian is now living in the aged care facility you work. Whilst working with Ian you ask him if he would like to shower now and he tells you he would as it has been several days since his last shower. You ask Ian why he had not showered for several days when he informs you that your co-worker Sally refused to shower him as she said its her most hated job. Ian tells you he is considering making a formal complaint about the care Sally provides. After chatting with Ian, you discover he enjoys playing chess and cards at the local hall. This was something Ian and his wife often did together. Ian asks you if you would be interested in playing a chess game with him sometime. You discover through the case notes that prior to Ians arrival at the facility he was being cared for by his son Steven. When chatting with Ian he mentions that Steven was a liar and a cheat, after some questioning you establish that Steven was and is still receiving part of Ians pension. Ian tells you he wants this to stop but is unsure of the process to do this. Question 1: Complete the table below identifying both Ians rights and responsibilities along with the worker and organisations rights and responsibilities. Rights (10-20 words) Responsibilities (10-20 words) Ian Support worker Organisation Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 39 of 59 Question 2: How would you encourage Ian to identify his current needs, interests and rights? (50- 100 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 40 of 59 Question 3: Ian tells you about a love he has for ballroom dancing. He has been dancing since he was 12 years old. Ian would like to find somewhere he could attend on a regular basis. You offer to find some information for Ian on local dance groups. 50-100 words a) Where could you source this information? b) How would you assist Ian to identify his preferred option? Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 41 of 59 Question 4: Ian has spent some time trying to communicate with Centrelink regarding his son Steven receiving part of his pension payment. So far he has had no luck making any progress. He asks for your help. How could implement and negotiate strategies for addressing this issue? (50-100 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 42 of 59 Question 5: Identify three (3) potential barriers or resources to the strategies suggested in question 4. Who could you contact to represent Ian in this situation? (50-75 words) Question 6: Identify the situations of potential risk for Ian. What strategies could you use to encourage Ian to exercise his rights in these situations? (30-60 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 43 of 59 Question 7: Ian tells you that he wants to complain about Sally not doing her job properly however he is worried he will receive even worse treatment once she knows he put in a complaint about her. What can you do in this situation? Keep in mind your duty of care requirements and the importance of minimizing the risk to Ian. (50-75 words) Question 8: What information can you provide Ian to assist him in making a complaint in regard to Sally refusing to bathe him? Include both organisational and legal processes. (30-60 words) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 44 of 59 Question 9: Explain how you would monitor progress and provide ongoing support to Ian? (50-75 words) Question 10: Identify any five (5) services you could refer Ian to that would assist in meeting his needs. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 45 of 59 Unit Assessment Result Sheet (UARS) Assessment Task 2 Unit Skills Test (UST) Student and Trainer/Assessor Details Unit code CHCADV001 Unit name Facilitate the interests and rights of clients Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 46 of 59 Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me. Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Hammond Institute Pty Ltd | TOID: 90720 Issue Date: December 2018 Unit Assessment Pack CHCADV001 V 9.0 Approved by: Quality & Compliance Dept. Page 47 of 59 Unit Pre-Assessment Checklist (UPAC) UAT 3 Units Project (UP) Purpose of the checklist The pre-assessment checklist he