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

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.