CHCCCS011 Unit Assessment Pack (UAP) – Cover Sheet and Trainer/Assessor Details

This is the assessment pack for CHCCCS011 unit of Certificate III in Individual Support. It includes the cover sheet, trainer/assessor details, pre-assessment checklist, reasonable adjustments strategy matrix, and Unit Skills Test (UST) - Case Studies. The UST consists of five case studies followed by written questions. The assessment is conducted as an open book test and is untimed. The outcome of the task will be Satisfactory or Not Satisfactory.

Unit Assessment Pack (UAP) – Cover Sheet
and Trainer/Assessor Details
Course and Unit Details
Course code CHC33015
Course name Certificate III in Individual Support
Unit code CHCCCS011
Unit name Meet personal support needs
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
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced
any sources used in my submission. I understand that a false declaration is a form of
malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Unit Pre-Assessment Checklist (UPAC)

UAT 2 – Unit Skills Test (UST) - Case
Studies
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 Appeal 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.
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 student’s 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 student’s experience
 Ensure that the time available to complete the assessment
takes account of the student’s 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
 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
 Reading
 Writing
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the

background  Numeracy
 Limited study
skills and/or learning
strategies
student’s 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 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)
Assessment Task 2 – Unit Skills Test (UST) - Case Studies
Assessment type
 Unit Skills Test (UST) - Case Studies
Assessment task description
 This is the second unit assessment task you must successfully complete to be deemed
competent in this unit of competency.

 Student is required to read five (5) case studies and answer the questions related to case
studies.
 Student will need to write one (1) report in the given template in case study 2
 You will receive your feedback within two weeks - you will be notified by your Assessor
when results are available.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook or
other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must complete the task with your trainer and other classmates.
• You will be assessed independently on this assessment task.
• 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 practical
skills, techniques and knowledge to your assessor.
• Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
General Instructions for attempting the skills test:
• Attempt a skills assessment consisting of five (5) case studies followed by written questions.
• Student must write one (1) evaluation report in case study 2 in the given template/Format.
How your assessor will assess your work?
 This assessment task requires the student to questions
 Answers must demonstrate the student’s understanding and skills of the unit.
The assessor:
 Assesses each student’s performance in accordance with the performance criteria for
competency listed in the Unit Trainer and Assessor Pack (UTAP).
 Assess each student’s performance and provide feedback within two weeks of student
attempting this assessment task.
 Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
 Submit assessed unit assessment pack to student administration within one week of marking
so results can be uploaded into the student management system.
Instructions to Students
 Read the case study and answer the written questions.

 Attempt all the written questions followed by case studies.
 Answer must be provided in the space provided
Case study 1: Maria
Maria lives in supported accommodation. Maria can attend to her activities of daily living but
depends on a career at times due to physical limitations. You are looking after Maria and assisting
her in attending mouth care in bed.
Write down the procedure to attend mouth care/Oral hygiene including Denture care for Maria. Write
your answer in 250-300 words

Procedure: Oral care
There are number of process which is associated with the oral care with the Maria. In this, there is
standard operating procedure are used in such a way which help to provide the proper support and
care to the Maria in all the ways. As per this, some of the step which provide care with the proper
procedure include:
Brush in teeth twice a day: As per this, it is about to remove the cavity which is essential for the
development of oral hygiene in systematic way.
Use the proper equipment’s: The proper equipment is used in such a way which is helpful in the various
form which is helpful for the oral care and do not harm the muscle of teeth.
Practice good technique: Try to hold the tooth brush in the slight angle which is appropriate and show
the aim to meet the connection with gum.
Keep the equipment clean: always rinse the toothbrush with the water after doing the oral care.
Know when replace the toothpaste: As per this, after the proper use of toothbrush when the brush is
completely damage then the replacement of the brush is taken as per the head of three month or sooner
and them flay become worse and irregular.

Denture care:
 Remove and rinse denture after the eating: Run water over the denture in order to eradicate the
food debris and other loose particle.
 Handle the denture carefully: Do not bend or damage the plastic and when cleaning is taken.
 Clean mouth after the removing denture: Use a soft bristled toothbrush on the natural teeth and
gauze or a soft toothbrush in order to clean the tongue.
 Brush the denture at least daily: In this, remove all the impurities which is associated with the
denture and remove it gently by daily routine.
 Soak denture overnight: Most type of denture need to stay moist and keep their shape. Whereas,
place some of the denture in water or the mild denture soaking which use to provide the
solution overnight.

Assessor Feedback: Outcome:
S ☐ NYS ☐
Case study 2: Ronald
Ronald is a 65-year-old male living in his home. He is independent and self-caring. He
recently had a stroke, but Ronald still prefers to stay home with low-level support from
health services. Ronald has a supportive daughter who is his primary carer. Ronald only
suffered from mild weakness of the left side. He is an eligible candidate for the home
support program. He receives the following care under the home support program.
Community and Home support
 Domestic assistance – household jobs like cleaning, laundry.
Ronald can do basic cleaning including vacuuming and mopping, but requires assistance with
shower and toilet cleaning. Ronald does his laundry by himself.
 Personal care – help with bathing, showering or getting dressed
Ronald can attend his personal hygiene including dental care and can shower by himself.
Ronald needs assistance with dressing. He cannot iron his clothes. His daughter helps him
with the weekly ironing.
 Home maintenance – minor general repairs and care of the house or garden, for
example, changing light bulbs or replacing tap washers
Ronald can perform basic gardening independently, watering plants and pulling weeds. His
daughter manages all the household maintenance and minor repairs. Nil issues

 Nursing care – a qualified nurse to dress a wound or provide continence advice in the
home
Ronald has venous ulcers in the right leg which is dressed by a nurse twice a week.
 Transport – help to get people out and about for shopping or appointments.
Ronald cannot drive due to poor eyesight and hence needs a carer to escort him to the
appointments.
Food services
 Help with shopping for food
 Ronald makes his shopping list but prefers to go with a carer to do the shopping.
 Help with making meals and storing food in the home and assistance with learning to
cook
Ronald cooks his own meals and his daughter also brings foods for him twice a week.
Allied health support services
 Physiotherapy (exercises, mobility, strength and balance)- Ronald attends physiotherapy
session twice a week.
 Podiatry (foot care)- Ronald has been visited by podiatrist every 6 weeks. All toe nails are
healthy.
 Occupational therapy (help to recover or maintain your physical ability)-Ronald also has an
occupational therapist session to assist him with mobility aids as required.
Respite care
 Care for Ronald while his daughter takes a break- Ronald has never used respite care at this
stage.
Consider you are working as a regular disability support worker under the HACC program
attending to Ronald’s care. You are going on holidays. Write a report on Ronald’s ongoing care
and support requirements to inform the new disability support worker about Ronald.
 Your report must contain information about all the aspects mentioned above.
 You must complete the report in the given below template.

Home Care Program Report
Client Name: Ronald
Age:
Address:
Date/time:
Progress Notes:
In this, Ronald do their basic work such as vacuuming and mopping. Whereas, face difficulty in
shower and toilet cleaning. He is also used to do their laundry. Ronald used to follow some of the
routine which consist of hygiene on the personal level such as dental and shower by himself.
Moreover, Ronald need dressing assistance. He cannot do iron of cloth but his daughter iron the
dress on the weekly manner. He used to perform normal function by own such as garden works and
nurse used to dress the venous ulcer twice a week. Ronald cannot drive due to the poor eye vision.
He is helping in nature as per this he used help in storing and preparing of food. He used to follow
diet and regular exercise. He used to take occupational therapy, podiatry therapy, physiotherapy,
and Ronald used respite care with nay of stage.

Carer
Signature:
Carer Full
Name
Date/ time:
Assessor Feedback: Outcome:
S ☐ NYS ☐
Case study 3: Sue
Sue is a recently employed personal carer. She has only been working in the industry for six months.
On arriving at work last week, she read in the communications book that the facility had a new
resident, Gwen. Her colleagues soon informed her that Gwen has scabies and that strict infection
control procedures would have to be put in place to prevent the spread of the infection. Sue was
uncertain as to what would be required.
1.Name the person Sue needs to approach to clarify the doubts about infection control measures?
Student response:
In this case, Sue used to make an approach towards the manager or the workplace supervisor and
provide them proper information regards with the Gwen who is facing the condition of scabies.
Assessor Feedback: Outcome:
S ☐ NYS ☐

2.Outline the infection control procedures which Sue needs to follow as per organisational
framework? Write your answer in 150-200 words
Student response:
In this, the infection control measure procedure is used to state by Sue which is need to follow
with the organisational framework are mentioned as:
 Hand hygiene for the staff and the patient.
 Clean and disinfect surfaces.
 Staff take necessary action in order to control the spread of infection.
 Investigate all the outbreak.
 Protect against airborne infection which is must restricted by using proper disinfectant.
 Monitor HVAC system.
Assessor Feedback: Outcome:
S ☐ NYS ☐
Case study 4
Reeta is a 55-year-old female living in the Rehabilitation facility. Reeta has a suprapubic
catheter inserted due to bladder cancer she has had for one year. You are looking after Reeta in
the facility on the evening shift. You have noticed the catheter bag is leaking.
1.List the three (3) common risk factors associated with the suprapubic catheter?
Student response:
 Allergy and sensitive to latex.
 Bladder stone.
 Blood infection which is also called as septicaemia.
 Blood in the urine which is called as haematuria.
Assessor Feedback: Outcome:

S ☐ NYS ☐
2. Write down the care strategies for management of suprapubic catheters? Write your answer in 50-
100 words
Student response:
 Check the catheters site in the few days of time and monitor the redness, pain and swelling
and many more.
 As per this, wash the area around the catheter which is washed with the mild soap and
water.
 Do not use creams, powders and sprays.
 Apply bandage in the site of way which can cause minor injuries.
Assessor Feedback: Outcome:
S ☐ NYS ☐

Case study 5: David
David is a 40-year-old client recently admitted to a rehabilitation facility after stroke. David is
currently on a thickened diet and mildly thickened fluids as per the discharge summary. Kitchen
staff are notified about dietary changes of David by the Team leader. You are working on the
morning shift serving lunch to David. You noticed that David has been coughing a lot and almost
choking on the food. You have notified the nurse in charge. On inspection, it has been revealed that
David’s dietary chart has not been updated by kitchen staff therefore he has been receiving thin
fluids which exposed him to risk of aspiration.
1.Who is responsible for putting David’s health at risk?
Student response:
In this, the caregiver who used to prepare and plan the diet chart and food plan for the David is
responsible for the health at risk.
Assessor Feedback: Outcome:
S ☐ NYS ☐
2.Is this incident reportable as per organisational policies framework? Yes/No
Student response:

Yes, because this is creating hindrance in the code of practice and code of conduct of organisation.
Whereas, employee do not follow the responsible and role which can create issue for the David.
Assessor Feedback: Outcome:
S ☐ NYS ☐
3 List down ten (10) support strategies for clients requiring assistance with their feeding?
Student response:
 Do not rush while eating.
 Wash hands before the beginning which is used to perform hand hygiene between
resident.
 Serve one course at the time.
 Use a metal which is defined as the hard plastic teaspoon or the parfait for the pure diet.
 Offer small bite of the food for the better chewing.
 Allow time for chewing and observe the time to swallowing.
 Check the minimal amount of food residue in the mouth.
 Alternate liquids with the solid unless the plan of the care indicate.
 Used to provide the warm food because it is good for health.
 Record intake as possible after providing help in assisting resident.
Assessor Feedback: Outcome:
S ☐ NYS ☐

Unit Assessment Result Sheet (UARS)
CHCCCS011 Unit Skill Test (UST) - Case Studies
Student and Trainer/Assessor Details
Unit code
Unit name
Outcome of Unit
Assessment Task (UAT)
Attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Yet Satisfactory (NYS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student Current attempt:
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 candidate’s
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) __________________________________