Department of Education and Training Western Australiatle.westone.wa.gov.au/content/file/73200ff9-bd15-45d4-a007-1e57c42... · Department of Education and Training Western Australia

Department of Education and Training Western Australia

RPL Assessment Tool Kit

CHC30102

Certificate III in Aged Care Work

First Published 2009

ISBN 978-1-74205-391-2

© Department of Education and Training

All rights reserved.

Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law.

Permission, however, is granted to trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training.

Published by and available from

WestOne Services

1 Prospect Place WEST PERTH WA 6005 Tel: (08) 9229 5200 Fax: (08) 9227 8393 Email: [email protected]

Website: www.westone.wa.gov.au

Acknowledgements

This work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains ‘Units of Competencies’ from CHC08: Training and Assessment Training Package – CHC30102 Certificate III in Aged Care Work, © Commonwealth of Australia 2007 Department of Education Science and Training (DEST), used under the AEShareNet-FfE licence.

Disclaimer

Whilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Education and Training.

CHC30102 Certificate III in Aged Care Work RPL Assessment Tool Kit

Page 3 of 128 © Department of Education and Training 2009 Version 1, August 2009

Contents Recognition of Prior Learning (RPL) Assessment Tool Kit 5

Overview of the Recognition Process 7

PART 1

Section 1 – Assessor’s Information 9

Introduction 11

Explanation of RPL documents 12

Section 2 – List of competencies in this RPL Assessment Tool Kit 13

Qualification Rules 15

List of competencies in this RPL Assessment Tool Kit 17

Section 3 – Interview Question Bank and Recording Sheets 19

Skill Set 1 – Orientation to working in aged care 21

Skill Set 2 – Provide care and support 27

Skill Set 3 – Work with others 37

Skill Set 4 – Meet administration and information requirements 47

Section 4 – Practical Tasks and Observation Recording Sheets 55

Practical Tasks 57

Skill Set 1 – Orientation to working in aged care 61

Instructions for the candidate 61

Demonstration/Observation Checklist 65

Skill Set 2 – Provide care and support 71



Skill Set 3 – Work with others 81



Skill Set 4 – Meet administration and information requirements 93



PART 2

Section 5 – Candidate’s Information and Self-Evaluation Forms 99

What is Recognition of Prior Learning (RPL)? 101

The four steps in the RPL assessment process 104

Candidate’s Information Form 107

Candidate’s Employment History Form 109

Candidate’s Self-Evaluation Form 111

Section 6 – Third Party Report and Supporting Documentation 115

Third Party Report 117

Assessor's Evidence Summary Sheet 119


© Department of Education and Training 2009 Page 4 of 128 Version 1, August 2009

Section 7 – Mapping of Assessment Tools 121

Mapping document 123

Mapping to units of competency – Interview Question Bank 125

Mapping to units of competency – Demonstration/Observation Record 127



Recognition of Prior Learning (RPL) Assessment Tool Kit

CHC30102 Certificate III in Aged Care Work

This RPL Assessment Tool Kit has been developed by the Western Australian Department of

Education and Training, in consultation with industry, as a resource to assist RPL Assessors by

providing a set of quality assessment tools, which can be used to conduct whole of qualification

RPL. This Kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor

and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any

modifications or contextualisation, that this assessment kit be validated by the user to

ensure it meets the required Australian Qualification Training Framework Standards

(AQTF), relevant Training Package requirements and Registered Training Organisation

(RTO) policies.

A task-based model for RPL

A process for RPL has been developed that promotes holistic, task-based assessment, and

which focuses on relating assessment activities to actual job tasks. The intention of this model is

to streamline and simplify recognition processes for prospective candidates. This RPL

Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills

and knowledge and is not reliant on documentary evidence, as the main source of evidence.



Page intentionally blank



Overview of the Recognition Process

Gap Training (if required)

Candidate Enquiry

Candidate Information Form

Demonstration/ Observation of Practical Tasks

Interview and Questioning

Candidate Self-Evaluation

Issue Qualification –

Statement of Attainment

By RTO

Supporting Evidence/Third Party

Report (If required)

STEP 1

STEP 2

STEP 3

STEP 4

If not ready for RPL,

the candidate is to be provided with training

options.




CHC30102 Certificate III in Aged Care Work Section 1 – Assessor’s Information


PART 1

Section 1

Assessor’s Information

It is important that you complete both Steps 2 (Interview/Questioning) and 3 (Practical

Assessment) when completing RPL Assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary

evidence. It uses a combination of questioning, practical assessment and supporting evidence

to provide evidence of candidate competence.






Introduction Welcome to the CHC30102 Certificate III in Aged Care Work.

This RPL Assessment Tool Kit contains 13 units (9 compulsory and 4 elective) of competency.

It is simply set out, with a covering comprehensive list of instructions at the front of each

document, as well as covering instructions for each step of the process, as found in the notes

for the Assessor, and notes for the candidate.

Included in this pack are documents as follows.

Explanation of RPL documents

Information for Assessors

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into Skill sets/clusters for assessment

Tool Kits for each skill set/cluster, in order:

► Interview Question Bank and Record of Interview Sheets

► Demonstration/observation Tasks and Recording Documents

Candidate information

► Candidate Self-Evaluation (incorporating Third Party verification)

Mapping documents (including Dimensions of Competency and Employability Skills) for all the units included in this kit.



Explanation of RPL documents

a) Interview Question Bank and Recording Sheets (Section 3): The interview question

bank is the second stage of the process, in which the Assessor and the candidate confirm

the knowledge by discussing a series of questions. Each of these questions includes a

series of Key Points, which may assist the Assessor in guiding the discussions.

b) Demonstration/Observation Tasks (Section 4): These tools are designed to guide the

Assessor and candidate through a workplace observation, proving the candidate’s ability

to conduct the specific tasks and skills required for recognition of competency in the

particular area.

c) Self-Evaluation Form (Section 5): This document is for the candidate to assess their

suitability for RPL process, by asking them to consider each of the points and assessing

their ability against the task. It has been broken into smaller skill groups, clustering like

activities together to enable ease of completion. It is then reinforced by the candidate’s

supervisor’s comments, both against tasks and as a summary for each group. This serves

as third party validation of the candidate’s claims.

d) Third Party Report and Supporting Documentation (if applicable): The third party

verification report is provided for referees, for example the supervisor, to confirm the

candidate’s skills and experience in the qualification/occupation. This is particularly useful

in addressing Employability Skill requirements. It is imported to note that third party

reports are not always available and that Assessors are recommended to use their

professional judgement to determine if this is a requirement.

e) Mapping document (Section 7): This tool demonstrates how each of the documents

reflects the units of competency in the particular cluster.

CHC30102 Certificate III in Aged Care Work Section 2 – List of competencies in this RPL Assessment Tool Kit


Section 2

List of competencies in this

RPL Assessment Tool Kit






Qualification Rules


The following information has been extracted from Community Services Training Package

published by ANTA, 1999.

Requirements

Successful completion of a total of 13 units of competency made up of:

9 compulsory core units

4 elective units.

Core units

Unit Code Unit Title

CHCAC1C Provide support to an older person

CHCAC2C Provide personal care

CHCAC3C Orientation to aged care work

CHCAC6C Support the older person to meet their emotional and psychosocial needs

CHCAC15A Provide care support which is responsive to the specific nature of dementia

CHCCOM2B Communicate appropriately with clients and colleagues

CHCINF8B Comply with information requirements of the aged care and community care sectors

CHCOHS302A Participate in safety procedures for direct care work

CHCORG3B Participate in the work environment

Elective units Electives should be selected from the list below although two units may be selected from units packaged in other Certificate III level qualifications in the Community Services Training Package or Health Training Package.


CHCAC4B Assist in the provision of an appropriate environment

CHCAC17A Support the older person to maintain their independence

CHCAC16A Provide food services

CHCAD1C Advocate for clients

CHCADMIN5C Work within the administration protocols of the organisation

CHCCS303A Provide physical assistance with medication

CHCCS304A Assist with self medication

CHCCS405A Work effectively with culturally diverse clients and co-workers

CHCGROUP2C Support group activities

CHCDIS1C Orientation to disability work

CHCORG22A Contribute to service delivery strategy

HLTCSD3A Prepare and maintain beds

HLTCSD6A Respond effectively to difficult or challenging behaviour



HLTCSD7A Care for home environment of clients

HLTCSD8A Transport clients/patients

HLTFA1A Apply basic First Aid

HLTGM1A Perform routine servicing of plant, equipment and machinery

HLTGM2A Use hand and power tools

HLTGM3A Perform minor general maintenance

HLTHIR4A Work effectively in a cross cultural context with Aboriginal and Torres Strait Islander people and organisations

HLTMS1A Collect and maintain linen stocks at user-locations

HLTMS2A Provide personal laundry service to clients, patients and others

HLTMS5A Perform general housekeeping duties to maintain clean environment

HLTMS6A Perform general cleaning tasks in a clinical setting

HLTMS8A Handling waste in a health care environment



List of competencies in this RPL Assessment Tool Kit

This section identifies the units contained in this Assessment Tool Kit.

Units of competency covered in this RPL Assessment Tool Kit

Note: Not all clusters need to be completed to qualify for this award.

The candidate may select any three clusters which appropriately reflect their skills and

experience.

Skill Set 1 – Orientation to working in aged care

Unit Code Unit Title Core/Elective

CHCAC3C Orientation to aged care work Compulsory

CHCOHS302A Participate in safety procedures for direct care work Compulsory

CHCDIS1C Orientation to disability work Elective

Skill Set 2 – Provide care and support


CHCAC1C Provide support to an older person Compulsory

CHCAC2C Provide personal care Compulsory


Compulsory

CHCAC15A Provide care support, which is responsive to the specific nature of dementia

Compulsory

Skill Set 3 – Work with others


CHCCOM2B Communicate appropriately with clients and colleagues Compulsory

CHCORG3B Participate in the work environment Compulsory


Elective

CHCGROUP2C Support group activities Elective

Skill Set 4 – Meet administration and information requirements



Compulsory

CHCADMIN5C Work within the administration protocols of the organisation Elective




CHC30102 Certificate III in Aged Care Work Section 3 – Interview Question Bank and Recording Sheets


Section 3

Interview Question Bank and

Recording Sheets

This section contains questions the Assessor may ask the candidate while documenting

their conversation during the RPL interview.

Assessor’s Instructions

It is not intended that every question for each competency be asked or discussed during the

conversation, only questions related to those competencies that the initial documentary review

has failed to fully address are required.

Each question provides Key Points to look for in the candidate’s responses. You may wish to

use these key points to formulate questions of your own, contextualise, or rephrase the

suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets place a tick next to each key point as it is addressed by the candidate

during the conversation. By doing this you are recording what you have heard the candidate say

during the interview.

Use the comments section next to each question to provide further details about the context of

the discussion or other key points and examples the candidate has discussed that may be

relevant in confirming competency.

It is important to remember that the notes taken during the questioning interview are important

evidence and should be retained as part of the candidate’s assessment records.






Interview Question Bank and Recording Sheets



The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The

Assessor may use these questions to guide the interview ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge

and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their

statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only

At an RTO’s premises Name: ____________________________________

In the workplace Name: ____________________________________




Candidate’s name

Units of competency




Questions relating to Skill Set 1. Yes No Assessor’s comments

1. What affects service delivery for older people living in their own home?

CHCAC3C – Elements 1, 2

Key points/answer may include:

legislation

changes caused by ageing

community expectations

funding

service eligibility

positive ageing.

2. How would you be able to recognise and report elder abuse?

CHCAC3C – Element 3


rights of clients:

○ charter of residents’ rights and responsibilities

○ aged care act

○ accreditation standards

types of abuse – physical, financial, etc

follow organisational policy and procedures

report to supervisor.




Candidate’s name

Units of competency





3. Identify manual handling hazards in an aged care setting.

CHCOHS302A – Elements 1, 2, 4, 5, 6


transferring clients

standing clients

pushing wheelchairs/shower/chairs

stretching

repetitive tasks

clients – challenging behaviours, etc

equipment – faulty, poor designs, etc

carers – limited breaks, stress, little time, etc




Candidate’s name

Units of competency





4. Identify sources of infection and how you would minimise risk to yourself and others?

CHCOHS302A – Elements 3, 4, 5, 6


soiled linen

body fluids

unprotected breaks in skin

PPE (personal protective equipment)

hand washing

getting visitors to use antimicrobial hand-gels on arrival

knowledge of transmission.




Candidate’s name

Units of competency





5. What affects service delivery for people with disabilities living in the community?

CHCDIS1C – Element 1



legislation

causes of disabilities

community expectations

funding

service eligibility

access and equity.

6. How do you support the rights of people with disabilities?

CHCDIS1C – Elements 2, 3


charter of rights

general human rights

freedom of discrimination

freedom of information

access and equity

privacy, confidentiality.




Candidate’s name

Units of competency




Additional notes from conversation

Assessor’s signature Outcome (Please circle)

S (Satisfactory)

NYS (Not Yet

Satisfactory)

Assessor’s name Date









and skills.


statements.

Record of interview

Candidate’s name

Assessor’s name


Interview only






Candidate’s name

Units of competency CHCAC1C Provide support to an older person CHCAC2C Provide personal care CHCAC6C Support the older person to meet their emotional and psychosocial needs CHCAC15A Provide care support, which is responsive to the specific nature of dementia


7. How do you take into account the physical changes associated with ageing when delivering services?



mobility

communication

time management

safety issues

legislation

assessments

ensure care plans are updated

reporting changes.




Candidate’s name



8. What are the situations of potential risks for an older person living on their own?



self-neglect

impaired judgements or problem solving ability

impaired cognitive functioning

social isolation

loss and grief

sensory loss

sudden change in health status

environmental hazards:

○ uneven surfaces

○ furniture obstructing

○ poor home maintenance

○ poor lighting

○ inadequate heating or cooling

○ inadequate security

rights not being upheld.




Candidate’s name



9. How do you support an older person to meet their personal care needs?


CHCAC2C – Elements 1, 2, 3


follow organisational procedures

follow individual care plan

report any difficulties to supervisor

identify and use aids that will assist, eg wheelchairs, mobility aids, lifting or transferring aids, beds, rails

keep client informed

take into account personal preferences

personal care including:

○ washing

○ dressing and undressing

○ grooming and hair care

○ oral hygiene

○ toileting

○ hydration and nutrition

○ mobilisation and transfer.




Candidate’s name



10. How are you able to support an older person to maintain their social network and remain engaged in the wider community?

CHCAC6C – Elements 1, 3, 5


ascertain individual preferences

advocacy

community networks including:

○ ethno-specific organisations

○ clubs

○ community centres

○ support groups

○ church/spiritual groups

○ sport and recreational groups

○ community welfare groups

○ voluntary organisations

○ veterans/war widows organisations

reporting to supervisor.




Candidate’s name



11. How are you able to identify an older person experiencing loss and grief and be able to support them?



empathy

types of loss can include:

○ significant others

○ relationships

○ independence

○ control

○ status

○ possessions

○ health

know the stages of loss and grief – denial, anger, bargaining, depression, acceptance

recognise signs

report to supervisor

provide information on relevant support services.




Candidate’s name



12. What aspects do you need to consider when providing activities to people with dementia?

CHCAC15A – Elements 1, 2


maintain dignity

maintain and use existing skills

maintain independence

age appropriate

culture appropriate

take into account likes

take into account dislikes

safety issues

allow person to take risks where appropriate

time appropriateness

empathy

knowledge of the different types of dementia.




Candidate’s name



13. What can be done to minimise the impact of challenging behaviours?

CHCAC15A – Element 3


observe and document behaviours

determine triggers

consider the impact of behaviour on others

consider the impact of behaviour on person

strategies to respond to challenging behaviours including:

○ distraction ○ current events ○ reminiscences ○ music, dancing ○ walking ○ talk about familiar or favourite topics ○ behaviour modification ○ address physical triggers, eg pain ○ alternative therapies

document strategies on individual care plan

implement strategies

review strategies regularly

report when strategies are not effective.




Candidate’s name




S (Satisfactory)

NYS (Not Yet

Satisfactory)













and skills.


statements.

Record of interview

Candidate’s name

Assessor’s name


Interview only






Candidate’s name

Units of competency CHCCOM2B Communicate appropriately with clients and colleagues CHCORG3B Participate in the work environment CHCCS405A Work effectively with culturally diverse clients and co-workers CHCGROUP2C Support group activities


14. How do you demonstrate effective communication with clients?

CHCCOM2B – Element 1


show respect

be non-judgemental

accept peoples differences

self-introduction

ensure speaking clearly

clarify what is said

respond in a culturally appropriate way

use touch and other forms of nonverbal communication when appropriate

maximise person’s communication

allow time to respond

ascertain if older person needs and uses communication aids

be aware of language barriers.




Candidate’s name



15. Describe what actions you take when you are given instructions in the workplace and what you would do if you were experiencing difficulties with those instructions?

CHCCOM2B – Elements 2, 3

CHCORG3B – Element 2


instructions may be written or verbal

instructions may be:

○ manufacturer’s/operating instructions

○ following policy and procedures

○ supervisor’s instructions

completed within agreed time frames

work within job description

refer to job description if unsure

clarify understanding of instructions

report to supervisor if experiencing any difficulties.




Candidate’s name



16. In what ways do you contribute to the operation of a workgroup at your workplace?

CHCCOM2B – Element 3

CHCORG3B – Elements 1, 3, 4


know own job description

know own job role and responsibilities

know the individual roles of others in team

obtain assistance and directions when need

work compliments each other

follow organisational guidelines

share workloads where appropriate

remain positive and courteous

identify resources needed

share resources with colleagues

keep work area safe

keep work area well organised

effective time management

negotiate with colleagues.




Candidate’s name



17. What aspects would you need to consider that ensures you work cooperatively with others?

CHCORG3B – Elements 1, 3, 4


problem solve

negotiate with colleagues

respect individual differences

value cultural differences and diversity

know and respect the different roles and responsibilities

remain positive and courteous

remain professional

share relevant information

report and manage conflicts

identify resources needed

share resources with colleagues

keep work area safe

keep work area well organised

effective time management.




Candidate’s name



18. How do you ensure that you communicate effectively with culturally diverse persons?

CHCCS405A – Elements 1, 2, 3

Key points/answer may include: cultural diversity includes:

○ ethnicity ○ race ○ language ○ cultural norms and values ○ religion ○ beliefs and customs ○ family structure and relationships ○ personal history and experience ○ gender and gender relationships ○ age ○ sexuality

show respect for others

be aware of own biases or values

develop and maintain relationships

show mutual trust and confidence

make effort to communicate effectively

seek assistance from others if needed.




Candidate’s name



19. How would you resolve cross-cultural misunderstandings that may occur between two clients?

CHCCS405A – Element 4

Key points/answer may include: identify the issues

consider the cultural differences of both

any difficulties are identified

any similarities are identified

seek assistance when required

follow organisational protocols

utilise basic conflict resolution and negotiation skills

ensure safety of both clients

engage a cultural interpreter

clients to be involved in decision making

workplace free from culturally insensitive literature, posters or signage.




Candidate’s name



20. How would you organise resources for a group activity you were conducting?

CHCGROUP2C – Elements 1, 2, 3

Key points/answer may include: group activities may be informal or formal group activities may include: discussions recreational activities research, planning and management education – formal and informal community action resources include:

○ information or referrals ○ facilities ○ equipment or materials ○ administrative support ○ facilitation of meetings ○ worker skill or expertise

ensure adequate resourcing is available communicate availability of resources communicate guidelines of use of resources ensure cooperation report on use of resources report when resources need to be replaced complete reports to organisational standards.




Candidate’s name




S (Satisfactory)

NYS (Not Yet

Satisfactory)













and skills.


statements.

Record of interview

Candidate’s name

Assessor’s name


Interview only






Candidate’s name

Units of competency CHCINF8B Comply with information requirements of the aged care and community care sectors CHCADMIN5C Work within the administration protocols of the organisation


21. It is important to maintain records and reports. Why and how do you ensure they remain accurate? CHCINF8B – Elements 1, 2 CHCADMIN5C – Element 1

Key points/answer may include: records include:

○ records related to a person’s health status

○ assessments ○ plans of care ○ progress notes ○ test results

○ continence management charts ○ behaviour management charts ○ activity programs

reports include:

○ verbal or written ○ memos ○ letters ○ records

○ chart reports ○ notes




Candidate’s name



follow organisational protocols

know legal requirements for documentation:

○ dated ○ written in black or blue pen

○ all remaining blank spaces ruled out ○ may be summonsed to a court

know purpose of client records

know how to complete

know what abbreviations are acceptable

complete as soon as possible following an event

remain objective

maintain confidentiality.




Candidate’s name



22. How do you ensure that you work within a legal and ethical framework to meet duty of care requirements? CHCINF8B – Element 4


understand legislation and common law

follow organisational protocol

know policy and procedures

recognise potential ethical issues and ethical dilemmas

discuss issues with an appropriate person

recognise unethical conduct

report unethical conduct

recognise and report when the clients rights and interests are not being protected

rights include:

○ privacy

○ confidentiality

○ dignity

○ freedom of association

○ informed choice

○ lodge a complaint

○ express ideas and opinions

○ to an agreed standard of care




Candidate’s name



manage complaints

recognise forms of abuse:

○ financial

○ physical

○ emotional

report witnessed signs of abuse

understand role and responsibilities of legal guardians.




Candidate’s name



23. How do you store and maintain client information within your workplace?

CHCINF8B – Element 3

CHCADMIN5C – Elements 2, 3


storage and maintenance of information including:

○ manual filing

○ computer filing

○ database

○ management of computer directories

follow organisational protocol

accessed by appropriate individuals

remain objective

maintain confidentiality

maintain security of information by:

○ password protection

○ stored in a locked filing cabinet

○ put away after use

report any breaches.




Candidate’s name



24. How do you manage enquiries in your workplace from visitors?

CHCADMIN5C – Elements 3, 4


enquiries may be:

○ telephone calls

○ faxes

○ letters

○ email

○ internal memos

○ personal visits

follow organisational procedures

respond promptly

maintain confidentiality

maintain security and safety of clients

staff are clearly identified

know locations within workplace

know roles and titles of colleagues

take down and distribute written messages

utilise communication equipment

utilise appropriate telephone technique

seek assistance if unsure.




Candidate’s name




S (Satisfactory)

NYS (Not Yet

Satisfactory)


CHC30102 Certificate III in Aged Care Work Section 4 – Practical Tasks and Observation Recording Sheets


Section 4

Practical Tasks and

Observation Recording Sheets

This section contains practical assessment tasks that the candidate will complete to assist

you in determining a candidate’s skills and knowledge.

Assessor’s instructions

Use the Observation Recording Sheets for each of the practical tasks to document the skills and

knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or

their work environment.

Not all tasks need to be completed by the applicant. The Assessor should select only those tasks

that will provide the required evidence to prove competency by the candidate.

For a whole qualification it may be necessary to perform all tasks.

It is important to remember that the notes made by the Assessor during the observation of the

practical demonstration are important evidence and should be retained as part of the candidate’s

assessment records.






Practical tasks

While performing the various practical tasks, it is important that the principles of Occupational

Health and Safety, and workplace safety requirements be met at all times.

Assessors need to ensure that the specifications for materials/resources used in the practical

tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of

Assessment Tools document for more information)


Task 1 – Manual handling The candidate is required to transfer a client.

Task 2 – Personal safety The candidate is presented with a sudden behaviour change in an elderly client or during the course of their shift work in isolation or in a confined space.

Task 3 – Infection control The candidate is required to maintain infection control measures.

Task 4 – Risk management The candidate is required to manage a hazard.

Task 5 – Workplace involvement The candidate is required to demonstrate their workplace involvement.

Task 18 – Positive ageing The candidate is required to demonstrate how they have adapted the client’s care to meet their physical changes and still maintain their independence.

Task 21 – Aged care rights and structure The candidate is required to identify in their aged care setting policies and procedures where aged care rights and structure are in place and then carry them out during their daily activities.

Task 22 – Client welfare The candidate is required to demonstrate how they enable the client to participate in activities of their choice.




Task 16 – Personal care The candidate is required to carry out personal care.

Task 17 – Support older person The candidate is required to identify how they provide choice for their client in their activities.

Task 18 – Positive ageing The candidate is required to demonstrate how they have adapted the client’s care to meet their physical changes and still maintain their independence.

Task 19 – Meeting needs The candidate is required to demonstrate how they enable the client to participate in activities of their choice.

Task 20 – Dementia care The candidate is required to demonstrate how the needs of clients with dementia are met during the course of their shift.


Task 5 – Workplace involvement The candidate is required to demonstrate their workplace involvement.

Task 6 – Review of own performance The candidate is required to review their performance during daily workplace routines.

Task 7 – Cooperative work The candidate is required to work cooperatively during daily workplace routines.

Task 8 – Policies and procedures The candidate is required to identify workplace policies and procedures and how to identify a procedure which is no longer being carried.

Task 9 – Communication in the workplace The candidate is required to communicate in their daily workplace routines.

Task 13 – Cultural diversity The candidate is required to demonstrate cultural diversity in a respected aged care setting.

Task 14 – Group work The candidate is required to attend a work committee meeting or an OHS committee meeting or asked to assist with a recreation activity.




Task 10 – Administration and information The candidate is to conduct administrative duties.

Task 11 – Service planning The candidate is to constantly monitor change in their client’s condition.

Task 12 – Ethics and legislation The candidate is to demonstrate their understanding of ethics and legislation.







Instructions for the candidate

Task 1 – Manual handling

Outline of task

In your workplace (a residential setting, community setting or the client’s home) you are often

required to transfer a client. The transfer required could be from a bed to a chair, or a chair to the

toilet, or from a trolley to a bed. Demonstrate how to:

identify manual handling hazards

assess the risk before starting manual handling

apply recognised control measures for manual handling risk

follow established manual handling procedures and work instructions for minimising manual handling risk.

Task 2 – Personal safety

Outline of task

In your workplace (a residential setting, community setting or the client’s home) infection control

measures are required to be maintained. Use the example of hand washing techniques and the

use of gloves in the workplace. Use one of these examples or one of your own to demonstrate

how to:

identify threats to personal safety and assess level of risk

identify environments, situations and client-related risks to personal safety

follow practical strategies and workplace procedures to minimise risk to personal safety.

Task 3 – Infection control

Outline of task

In your workplace (a residential setting, community setting or the client’s home) infection control

measures are required to be maintained. Using the example of hand washing techniques and the

use of gloves in the workplace demonstrate how to:

identify risks of infection to self, other workers and clients

follow standard infection control procedures as part of work routine

recognise situations when additional infection control procedures are required



follow additional infection control procedures as part of work

identify other sources of infection for workers.

Task 4 – Risk management

Outline of task

In your workplace (a residential setting, community setting or the client’s home), safety procedures

need to be maintained at all times. You can use one of the following hazards, eg disposing of

sharps (razor blades) or disposing of incontinent pads (or another hazard) to demonstrate how to:

identify any other hazards in the work area during the performance of duties

assess level of risk of those identified hazards

report hazards in the work area to designated personnel according to workplace procedures

follow workplace procedures for controlling risks with minimal supervision.

whenever necessary, within the scope of responsibilities and competencies, follow workplace procedures for dealing with incidents, fire and/or hazardous events.

describe employee rights and employer obligations regarding consultation on OHS matters

follow workplace procedures to raise OHS issues with appropriate people in the workplace

follow organisational procedures to participate in OHS management in the workplace

provide feedback to supervisor on hazards in work area in line with organisational OHS policies and procedures

provide support in implementing procedures to control risks in accordance with organisational procedures.

However with Criteria 5 you will need to identify the procedure particular to your workplace.

Task 5 – Workplace involvement

Outline of task

By using your knowledge of your job description, work shift routine and the roles of other

employees, eg supervisor, nursing staff, physiotherapist and kitchen staff in your aged care setting

demonstrate during any of your daily work routines how to:

identify job role and responsibilities of the worker

carry out work within defined job role and responsibilities

seek and obtain assistance and direction as required

work with others according to policies and rules of the workplace

complete activities to the standard expected in the workplace

carry out set tasks in a positive and courteous manner

identify resources needed to carry out own work duties

deal with shortages of resources according to organisational practices.



Task 18 – Positive ageing

Outline of task

To meet the following criteria choose clients from your aged care setting to demonstrate how you

have adapted their care to meet their physical changes and still maintain their independence, eg

sight problems (providing large print books), minimal finger movement (angled cutlery).

You will need to demonstrate how to:

outline strategies that the older person may adopt to promote healthy lifestyle practices

understand common problems associated with ageing

communicate situations of risk or potential risk associated with ageing to the older person

take into account the older person’s values and attitudes

understand that ageing impacts on people in different ways

use work practices to recognise and manage the effects of stereotypical attitudes and myths on the older person.

Task 21 – Aged care rights and structure

Outline of task

To meet the following criteria identify in your aged care setting policies and procedures where

aged care rights and structure are in place and you carry them out during your daily activities, eg

rights of resident’s handout, residents’ meetings, admission package for new residents.


perform work that reflects an understanding of the key issues facing older people and their carer/s

perform work that reflects an understanding of the current philosophies of service delivery in the sector

recognise the impact of ageing demographics on funding and service delivery models

perform work that reflects an understanding of current legislation

encourage and support the older person and/or their advocate/s to be aware of their rights and responsibilities

perform work that demonstrates a commitment to access and equity principles

adopt strategies to empower the older person and/or their advocate/s in regard to their service requirements

provide information to the older person and/or their advocate/s to facilitate choice in their decision making

provide services regardless of diversity of race or cultural, spiritual, or sexual preferences

provide information to the older person and/or their advocate/s regarding mechanisms for lodging complaints.



Task 22 – Client welfare

Outline of task

To meet the following criteria choose clients from your workplace to demonstrate how you enable

them to participate in activities of their choice, eg client’s interest, preferences in activities of daily

living or the role of the family in clients care, as per your organisation or community service

policies and procedures.

You will need to:

demonstrate an understanding of key issues facing people with disabilities and their carers

take into account personal values and attitudes regarding disability when working with people with disabilities

demonstrate an understanding of specific disabilities and the effect they may have on clients

use strategies to assist people with disabilities to exercise their rights and independence

report situations which may pose a health or safety issues according to organisational procedures

apply different models for working in the sector to met client needs.



Demonstration/Observation Checklist


Tasks 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name

Assessor’s name

Supervisor’s name (if applicable)

Work activity

Skill Set 1 – Units of competency

CHCAC3C – Orientation to aged care work CHCOHS302A – Participate in safety procedures for direct care work CHCDISC1C – Orientation to disability work

Assessment location

Date of demonstration Time

Instructions for the Assessor

Resources required for this task



Demonstration/Observation Checklist Skill Set 1 – Orientation to working in aged care

Task 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name

Is behaviour

observed? During the demonstration or observation of skills did the candidate?

Regulations Standards and Industry requirements Yes No

Assessor’s notes

Task 1 – Manual handling

identify manual handling hazards

assess the risk before starting manual handling

apply recognised control measures for manual handling risk

follow established manual handling procedures and work instructions for minimising manual handling risk

Task 2 – Personal safety

identify threats to personal safety and assess level of risk

identify environments, situations and client-related risks to personal safety

follow practical strategies and workplace procedures to minimise risk to personal safety

Task 3 – Infection control

identify risks of infection to self, other workers and clients

follow standard infection control procedures as part of their work routine

recognise situations when additional infection control procedures are required

follow additional infection control procedures as part of their work




Task 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name

Is behaviour

observed? Assessor’s notes

During the demonstration or observation of skills did the candidate?


identify other sources of infection for workers

Task 4 – Risk management

identify any other hazards in the work area during the performance of duties

assess level of risk of those identified hazards

report hazards in the work area to designated personnel according to workplace procedures

follow workplace procedures for controlling risks with minimal supervision

whenever necessary, within the scope of responsibilities and competencies, follow workplace procedures for dealing with incidents, fire and/or hazardous events

describe employee rights and employer obligations regarding consultation on OHS matters

follow workplace procedures to raise OHS issues with appropriate people in the workplace

follow organisational procedures to participate in OHS management in the workplace

provide feedback to supervisor on hazards in work area in line with organisational OHS policies and procedures

provide support in implementing procedures to control risks in accordance with organisational procedures




Task 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name

Is behaviour observed?



Assessor’s notes




seek and obtain assistance and direction as required





deal with shortages of resources according to organisational practices

Task 18 – Positive aging




take into account the older persons values and attitudes





Task 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name




Assessor’s notes

use work practices to recognise and manage the effects of stereotypical attitudes and myths on the older person

Task 21 – Aged care rights and structure

perform work that reflects an understanding of the key issues facing older people and their carer/s

perform work that reflects an understanding of the current philosophies of service delivery in the sector

recognise the impact of ageing demographics on funding and service delivery models

perform work that reflects an understanding of current legislation

encourage and support the older person and/or their advocate/s to be aware of their rights and responsibilities

perform work that demonstrates a commitment to access and equity principles

adopted strategies to empower the older person and/or their advocate/s in regard to their service requirements

provide information to the older person and/or their advocate/s to facilitate choice in their decision making

provide services regardless of diversity of race or cultural, spiritual, or sexual preferences

provide information to the older person and/or their advocate/s regarding mechanisms for lodging complaints




Task 1, 2, 3, 4, 5, 18, 21, 22

Candidate’s name




Assessor’s notes

Task 22 – Client welfare

demonstrate an understanding of key issues facing people with disabilities and their carers

take into account of personal values and attitudes regarding disability when working with people with disabilities

demonstrate an understanding of specific disabilities and the effect they may have on clients

use strategies to assist in people with disabilities to exercise their rights and independence

report situations which may pose a health or safety issues according to organisational procedures

apply different models for working in the sector to met client needs

Assessor general comments/observations:

Assessor’s name

Assessor’s signature

Outcome (Please Circle)

S (Satisfactory)

NYS (Not Yet

Satisfactory)

Candidate’s signature Date





Task 16 – Personal care

Outline of task

In your aged care setting you will be required to carry out personal care, eg assisting with meal times or showering a client.

Using examples from your workplace, demonstrate how to:

use appropriate equipment and procedures to assess the older person’s needs and provide support

report changes in an older person’s preferences to a supervisor.

support the older person by following their service delivery plan

follow organisational policies and procedures when providing any technical care activities

clarify difficulties in meeting an older person’s needs with them or a supervisor and address these within organisational protocols

provide older people with information to assist them in meeting their personal care needs

maintain confidentiality, privacy and dignity of the older person

deliver services in a manner that supports the older person’s preferences.



Task 17 – Support older person

Outline of task

During your daily routines in an aged care setting identify how you provide choice for your client in their activities of daily living, eg food, clothes and recreation.

Using examples from your workplace, demonstrate how to:

take into account physical changes associated with ageing when delivering services

recognise the older person’s interests and life activities and accommodate these when delivering services

assist the older person to recognise the impact physical changes associated with ageing may have on their life activities

provide support to the older person to maintain and participate in social, recreational and community networks

assist the older person to identify their own needs

provide support to the older person to meet their spiritual, cultural, emotional and sexual needs

seek assistance when it is not possible to provide appropriate support to the older person.


Outline of task

To meet the following criteria choose clients from you aged care setting to demonstrate how you have adapted their care to meet their physical changes and still maintain their independence, eg sight problems (providing large print books), minimal finger movement (angled cutlery).







use work practices to recognise and manage the effects of stereotypical attitudes and

myths on the older person.



Task 19 – Meeting needs

Outline of task

To meet the following criteria choose clients from you aged care setting to demonstrate how you enable them to participate in activities of their choice, eg client’s interests, past employment, preferences in activities of daily living are recorded on admission and updated as per aged care setting policies and procedures.


understand the impact of ageing on the older person’s emotional and psychological wellbeing

encourage and support the older person’s self esteem and confidence, to promote emotional wellbeing

show empathy to an older person who is emotionally distressed

seek assistance when the older person can't meet their emotional and psychological needs

demonstrate acceptance of an older person’s cultural and spiritual preferences

support the older person’s participation in cultural and spiritual practices and celebrations

provide the older person with information regarding relevant cultural and spiritual networks available in the community

recognise the stages of loss and grief and how they impact on the individual, reporting where necessary

communicate appropriately with an older person when they are expressing their fears and other emotions associated with loss and grief

acknowledge particular needs and make referral to an appropriate individual/agency

understand the impact of community values, attitudes and ageing on an individual’s expression of identity and sexuality

set aside own values and attitudes regarding sexuality when supporting the older person

recognise and report the unmet sexual and identity needs of the older person

recognise and report the need to modify or adapt social and recreational activities to meet the specific needs of the older person

provide the older person with information about community networks and activities available to them.



Task 20 – Dementia care

Outline of task To meet the following criteria choose clients from you aged care setting to demonstrate how the needs of clients with dementia (eg physical, spiritual mental) are met during the course of your shift.


use a range of strategies routinely to minimise client distraction such as eye contact, constant reminders, and (where appropriate) touching and direct statements

gain cooperation and provide reassurance to clients by routinely using reality orientation including:

○ reminders of the day, the time, relationships, occasions

○ reassuring words, phrases and body language as appropriate to the individual

use a range of validation strategies to relieve distress and agitation in clients such as:

○ acknowledgment

○ allowing expressions of distress

○ providing verbal and/or physical reassurance

○ use reminiscences routinely to connect with clients

design and provide activities which aim to maintain independence and use familiar and existing skills and activities

provide activities appropriate to the age and culture of the clients, reflecting their likes and dislikes and maximise the possibility of individual success

focus all provided activities on ensuring the safety and comfort of the client, balanced with autonomy and risk taking

use families as a resource to assist in developing appropriate activities by accessing information about client reminiscences and routines

provide training to family and friends where appropriate to assist them to understand the disease, its impact on the person and some approaches to providing care.





Tasks 16, 17, 18, 19, 20

Candidate’s name

Assessor’s name


Work activity


CHCAC1C – Provide support to an older person CHCAC2C – Provide personal care CHCAC6C – Support the older person to meet their emotional and psychosocial needs CHCAC15A – Provide care support, which is responsive to the specific nature of dementia

Assessment location






Demonstration/Observation Checklist Skill Set 2 – Provide care and support

Tasks 16, 17, 18, 19, 20

Candidate’s name

Is behaviour observed? During the demonstration or observation of skills, did the candidate

do the following?


Assessor’s notes

Task 16 – Personal care

use appropriate equipment and procedures to assess the older person’s needs and provide support

report changes in an older person’s preferences to a supervisor

support the older person by following their service delivery plan

follow organisational policies and procedures when providing any technical care activities

clarify difficulties in meeting an older person’s needs with them or a supervisor and address these within organisational protocols

provide older people with information to assist them in meeting their personal care needs

maintain confidentiality, privacy and dignity of the older person

deliver services in a manner that supports the older person’s preferences

Task 17 – Support older person

take into account physical changes associated with ageing when delivering services

recognise the older person’s interests and life activities and accommodate these when delivering services

assist the older person to recognise the impact physical changes associated with ageing may have on their life activities




Tasks 16, 17, 18, 19, 20

Candidate’s name


do the following?


Assessor’s notes

provide support to the older person to maintain and participate in social, recreational and community networks

assist the older person to identify their own needs

provide support to the older person to meet their spiritual, cultural, emotional and sexual needs

seek assistance when it is not possible to provide appropriate support to the older person







use work practices to recognise and manage the effects of stereotypical attitudes and myths on the older person

Task 19 – Meeting needs

understand the impact of ageing on the older person’s emotional and psychological wellbeing




Tasks 16, 17, 18, 19, 20

Candidate’s name


do the following?


Assessor’s notes

encourage and support the older person’s self-esteem and confidence, to promote emotional wellbeing

show empathy to an older person who is emotionally distressed

seek assistance when the older person can't meet their emotional and psychological needs

demonstrate acceptance of an older person’s cultural and spiritual preferences

support the older person’s participation in cultural and spiritual practices and celebrations

provide the older person with information regarding relevant cultural and spiritual networks available in the community

recognise the stages of loss and grief and how they impact on the individual, reporting where necessary

communicate appropriately with an older person when they are expressing their fears and other emotions associated with loss and grief

acknowledge particular needs and make referral to an appropriate individual/agency

understand the impact of community values, attitudes and ageing on an individual’s expression of identity and sexuality

set aside own values and attitudes regarding sexuality when supporting the older person

recognise and report the unmet sexual and identity needs of the older person




Tasks 16, 17, 18, 19, 20

Candidate’s name


do the following?


Assessor’s notes

recognise and report the need to modify or adapt social and recreational activities to meet the specific needs of the older person

provide the older person with information about community networks and activities available to them

Task 20 – Dementia care

use a range of strategies routinely to minimise client distraction such as eye contact, constant reminders, touching (where appropriate) and direct statements

gain cooperation and provide reassurance to clients by routinely using reality orientation including:

reminders of the day, the time, relationships, occasions

reassuring words, phrases and body language as appropriate to the individual

use a range of validation strategies to relieve distress and agitation in clients such as:

acknowledgment

allowing expressions of distress

providing verbal and/or physical reassurance

use reminiscences routinely to connect with clients

design and provide activities which aim to maintain independence and use familiar and existing skills and activities




Tasks 16, 17, 18, 19, 20

Candidate’s name


do the following?


Assessor’s notes

provide are activities appropriate to the age and culture of the clients, reflecting their likes and dislikes and maximise the possibility of individual success

focus all provided activities on ensuring the safety and comfort of the client, balanced with autonomy and risk taking

use families as a resource to assist in developing appropriate activities by accessing information about client reminiscences and routines

provide training to family and friends where appropriate to assist them to understand the disease, its impact on the person and some approaches to providing care


Assessor’s name



S (Satisfactory)

NYS

(Not Yet Satisfactory)


CHC30102 Certificate III in Aged Care Work Section 5 – Candidate Information and Self-Evaluation




Task 5 – Workplace Involvement

Outline of task By using your knowledge of your job description, work-shift routine and the roles of other employees, eg supervisor, nursing staff, physiotherapist and kitchen staff in your aged care setting, demonstrate during any of your daily work routines how to:



seek and obtain assistance and directions as required





deal with shortages of resources according to organisational practices.

Task 6 – Review of own performance

Outline of task During any of your daily routines, eg showering a client, assisting a client with their meal, demonstrate how to: monitor your own work to meet workplace requirements

report to supervisor when unable to meet job requirements

ask supervisor/appropriate for additional support when needed

identify and undertake training when needed

accept support and supervision when required.

Task 7 – Cooperative work

Outline of task During any of your daily routines, eg assisting a client to dress, preparing an outing for aged care clients, demonstrate how to:

apply problem solving techniques to complete work according to organisational policies and practices

respect individual differences of workers in their workplace relationships



work with others to show the value of cultural differences and diversity

identify and respect different roles and responsibilities of co-workers

display appropriate behaviour in the workplace likely to promote cooperation

share information with others in order to complete set activities

report conflicts in the workplace to supervisor.

Task 8 – Policies and procedures

Outline of task In your aged care setting identify policies and procedures, eg about responding to clients who are agitated or dealing with clients’ lost property or how you have identified a procedure (wheel chairs not removed from clients’ rooms at night time) which is no longer being carried out, demonstrate how to:

report concerns about policies, practices and procedures to supervisor

provide information, ideas and suggestions to supervisor when requested

participate in staff meetings/working groups/case conferences, if required.

Task 9 – Communication in the workplace

Outline of task During any of your daily routines in an aged care setting, eg admitting a client to residential care or meeting a new client and family, demonstrate how to:

show understanding and respect for individual differences and needs in all forms of communication with clients and colleagues

make introductions appropriately

carry out short interpersonal exchanges with the older person to develop, establish and maintain relationships

demonstrate courtesy towards the older person

interact with the older person to generate a trusting relationship

communicate clearly and communication is relevant to situation/activities undertaken

use touch and other nonverbal means of communication as appropriate

ask for and use advice about communication difficulties with clients or colleagues from supervisor/appropriate person

carry out workplace instructions within agreed time frames

seek clarification in understanding work instructions

refer difficulties in carrying out instructions to supervisor or appropriate person

complete reports to the standard expected in the workplace

complete reports within identified time frames

complete reports that are clear and accurate.



Task 13 – Cultural diversity

Outline of task Religious (eg church attendance) and cultural specific activities (eg food preferences) are respected in an aged care setting.

Using examples from your daily work routine demonstrate how to:

follow work practices that are culturally appropriate

follow work practices that create a culturally and psychologically safe environment for all persons

change work practices in response to feedback from people from diverse cultural backgrounds

communicate in a culturally appropriate way with clients, their families, staff, customers and others

use communication constructively to develop and maintain effective relationships, mutual trust and confidence

communicate in the most effective way possible, where language barriers exist

seek assistance from interpreters or other persons as required

identify issues that may cause conflict

consider cultural differences if difficulties or misunderstandings occur

resolve differences sensitively, taking account of cultural considerations

address difficulties with appropriate people and seek assistance when required.

Task 14 – Group work

Outline of task In an aged care setting your routine duties will include attending a work committee meeting, eg infection control committee or an OHS committee or you are asked to assist with a recreation activity.

Using examples from your workplace demonstrate how to:

identify and determine activities which meet the purpose of the group with the members of the group

discuss and establish rules for group behaviour with all group members

seek, receive and accommodate the goals, needs and expectations of the participants

define roles of group members including the worker

encourage a suitable level of participation

inform group of resources available to meet group’s needs

assess and communicate to the group the capacity of the worker to respond to group’s needs, in an appropriate manner

select and implement the most appropriate support to achieve the objectives of the activity

model clear communication to group members

group members are encouraged to use clear and appropriate communication



communicate and interact with group in line with aim and purpose of group

address breaches of behaviour in an appropriate manner

participants are encouraged to agree on and follow a set of appropriate guidelines

promote the group’s achievements in a way which motivates and recognises participants’ efforts

undertake work to ensure adequate resources are available

tell the group what resources are available and give guidelines for the use of those resources

encourage sharing of resources

report to an organisational standard when resources are being used up.




Skill Set 3 –Work with others

Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name

Assessor’s name


Work activity


CHCCOM2B – Communication appropriately with clients and colleagues CHCORG3B – Participate in the work environment CHCCS405A – Work effectively with culturally diverse clients and co-workers CHCGROUP2C – Support group activities

Assessment location






Demonstration/Observation Checklist Skill Set 3 – Work with others

Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name

Is behaviour observed? During the demonstration or observation of skills did the candidate

do the following?


Assessor’s notes




seek and obtain assistance and directions as required





deal with shortages of resources according to organisational practices

Task 6 – Review of own performance

monitor your own work to meet workplace requirements

report to supervisor when unable to meet job requirements

ask supervisor for additional support when needed

identify and undertake training when needed

accept support and supervision when required




Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name


do the following?


Assessor’s notes

Task 7 – Cooperative work

apply problem solving techniques to complete work according to organisational policies and practices

respect individual differences of workers in their workplace relationships

work with others to show the value of cultural differences and diversity

identify and respect different roles and responsibilities of co-workers

display appropriate behaviour in the workplace likely to promote cooperation

share information with others in order to complete set activities

report conflicts in the workplace to supervisor

Task 8 – Policies and procedures

report concerns about policies, practices and procedures to supervisor

provide information, ideas and suggestions to supervisor when requested

participate in staff meetings/working groups/case conferences, if required




Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name


do the following?


Assessor’s notes

Task 9 – Communication in the workplace

show an understanding and respect for individual differences and needs in all forms of communication with clients and colleagues

make introductions appropriately

carry out short interpersonal exchanges with the older person to develop, establish and maintain relationships

demonstrate courtesy towards the older person

interact with the older person to generate a trusting relationship

communicate clearly and communication is relevant to situation/activities undertaken

use touch and other nonverbal means of communication as appropriate

ask for and use advice about communication difficulties with clients or colleagues from supervisor/appropriate person

carry out workplace instructions within agreed time frames

seek clarification in understanding work instructions

refer difficulties in carrying out instructions to supervisor or appropriate person

complete reports to the standard expected in the workplace




Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name


do the following?


Assessor’s notes

complete reports within identified time frames

complete reports that are clear and accurate

Task 13 – Cultural diversity

follow work practices that are culturally appropriate

follow work practices that create a culturally and psychologically safe environment for all persons

change work practices in response to feedback from people from diverse cultural backgrounds

communicate in a culturally appropriate way with clients, their families, staff, customers and others

use communication constructively to develop and maintain effective relationships, mutual trust and confidence

communicate in the most effective way possible, where language barriers exist

seek assistance from interpreters or other persons as required

identify issues that may cause conflict

consider cultural differences if difficulties or misunderstandings occur

resolve differences sensitively, taking account of cultural considerations




Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name


do the following?


Assessor’s notes

address difficulties with appropriate people and seek assistance when required

Task 14 – Group work

identify and determine activities which meet the purpose of the group with the members of the group

discuss and establish rules for group behaviour with all group members

seek, receive and accommodate the goals, needs and expectations of the participants

define roles of group members including the worker

encourage a suitable level of participation

inform group of resources available to meet group’s needs

assess and communicate to the group the capacity of the worker to respond to group’s needs, in an appropriate manner

select and implement the most appropriate support to achieve the objectives of the activity

model clear communication to group members

group members are encouraged to use clear and appropriate communication




Tasks 5, 6, 7, 8, 9, 13, 14

Candidate’s name


do the following?


Assessor’s notes

communicate and interact with group in line with aim and purpose of group

address breaches of behaviour in an appropriate manner

participants are encouraged to agree on and follow a set of appropriate guidelines

promote the group’s achievements in a way which motivates and recognises participants’ efforts

undertake work to ensure adequate resources are available

tell the group what resources are available and give guidelines for the use of those resources

encourage sharing of resources

report to an organisational standard when resources are being used up


Assessor’s name



S (Satisfactory)

NYS

(Not Yet Satisfactory)









Task 10 – Administration and information

Outline of task During any of your daily routines in an aged care setting, eg admitting a client to residential care or transferring a client to another care facility, demonstrate how to:

select appropriate form for purpose

complete workplace forms and documents in accordance with organisational policies and procedures

follow organisational policies and procedures for the submission of personal documents

keep information in accordance with organisational guidelines

provide access to information to appropriate individuals

maintain confidentiality and security of information

report breaches of confidentiality to appropriate person

select and use equipment appropriate to the task according to organisational procedures and manufacturer's instructions

store and dispose of equipment and materials in accordance with organisational procedures

deal with issues and problems arising from the operation of equipment in accordance with organisational policies

undertake training to use particular equipment as needed

inquiries are responded to promptly according to established procedures

take and distribute verbal and written messages in accordance with organisational policies

use communication equipment in accordance with organisational policies

use appropriate telephone techniques

demonstrate an understanding of the purpose of health/service records

use health terminology and common abbreviations appropriately.

Task 11 – Service planning

Outline of task During any of your daily routines, eg assisting with meal times, you are constantly monitoring change in your client’s condition, demonstrate how to:

support the client's preferences when following the service delivery plan



understand how the funding and assessment tools are used in the workplace

report changes in the client’s needs, abilities and circumstances

contribute information for updating the service delivery plan

provide feedback to supervisor about strategies which are effective to meet the client’s needs

tell the supervisor when a client refuses to take part in activities in the service delivery plan.

Task 12 – Ethics and legislation

Outline of task

During any of your daily routines, eg activities of daily living (sleep preferences), demonstrate how to:

demonstrate an understanding of client's rights, duty of care and anti-discrimination laws

relevant to work role

recognise and report unethical conduct to an appropriate person

recognise and respond when the client’s rights and interests are not being protected

recognise and report possible signs of financial, physical or emotional abuse of the client to

an appropriate person

understand the role and responsibilities of legal guardians.



Demonstration/Observation Checklist Skill Set 4 – Meet administration and information requirements

Tasks 10, 11, 12

Candidate’s name

Assessor’s name


Work activity


CHCINF8B – Comply with information requirements of the aged care and community care sectors CHCADMIN5C – Work within the administration protocols of the organisation

Assessment location







Tasks 10, 11, 12

Candidate’s name


During the demonstration or observation of skills did the

candidate?


Assessor notes

Task 10 – Administration and information

select appropriate form for purpose

complete workplace forms and documents in accordance with organisational policies and procedures

follow organisational policies and procedures for the submission of personal documents

keep information in accordance with organisational guidelines

provide access to information to appropriate individuals

maintain confidentiality and security of information

report breaches of confidentiality to appropriate person

select and use equipment appropriate to the task according to organisational procedures and manufacturer's instructions

store and dispose of equipment and materials in accordance with organisational procedures

deal with issues and problems arising from the operation of equipment in accordance with organisational policies




Tasks 10, 11, 12

Candidate’s name

Is behaviour observed

During the demonstration or observation of skills did the

candidate?


Assessor notes

undertake training to use particular equipment as needed

inquiries are responded to promptly according to established procedures

take and distribute verbal and written messages in accordance with organisational policies

use communication equipment in accordance with organisational policies

use appropriate telephone techniques

demonstrate an understanding of the purpose of health/service records

use health terminology and common abbreviations appropriately

Task 11 – Service planning

support the client's preferences when following the service delivery plan

understand how the funding and assessment tools are used in the workplace

report changes in the client’s needs, abilities and circumstances

contribute information for updating the service delivery plan

provide feedback to supervisor about strategies which are effective to meet the client’s needs




Tasks 10, 11, 12

Candidate’s name

Is behaviour observed During the demonstration or observation of skills did the

candidate?


Assessor’s notes

tell the supervisor when a client refuses to take part in activities in the service delivery plan

Task 12 – Ethics and legislation

demonstrate an understanding of client's rights, duty of care and anti-discrimination laws relevant to work role

recognise and report unethical conduct to an appropriate person

recognise and respond when the client’s rights and interests are not being protected

recognise and report possible signs of financial, physical or emotional abuse of the client to an appropriate person

understand the role and responsibilities of legal guardians


Assessor’s name

Assessor’s signature Outcome (Please Circle)

S (Satisfactory)

NYS (Not Yet

Satisfactory)




PART 2

Section 5

Candidate Information and

Self-Evaluation

It is recommended that candidates be provided with this information before applying for

RPL.






What is Recognition of Prior Learning (RPL)?

RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside

the formal education and training system and includes work and life experience including paid

and volunteer work and skills attained through leisure pursuits such as musical, mechanical or

linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in

which students are enrolled. The individual may not need to complete all of a training program if

he or she already possesses some of the competencies taught in the program.

Why you should apply for RPL

If you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing

unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understand

It is important that you understand the following term to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and

work experiences as well as any training that you have successfully completed that can be

matched against a set of industry performance standards referred to as units of competency.

These units are grouped together to form a specific industry qualification, within the Australian

Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall

achievement or demonstration of competence). Each of these elements is further broken down

into a set of performance criteria which give a more detailed description of the skills and

knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach

your qualification more quickly.



How to prepare for your RPL assessment

In order for your skills to be formally recognised as part of a national qualification, Assessors

must make sure that you (the candidate) have the required skills and knowledge to meet the

industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you

have gained over time can be correctly identified and suitably demonstrated. This evidence is

gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the

opportunity to ask questions and clarify requirements. Being prepared for the assessment

process and knowing what you need to provide can save you valuable time and ensure that the

RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.

Bring a copy of your résumé. You might like to write down any work you have done in the

past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either

certified copies or the originals to the interview with the Assessor and they can make a copy

of them.

3. Bring along any other documentation that you think would support your claim that you have

done this work over time.

The following is a list of some of the documents you can provide as examples of your work

history:

brief CV

certificates/results of assessment

any licences

tickets held, eg forklift, crane

photographs of work undertaken

diaries/task sheets/job sheets/logbooks

site training records

site competencies held record

membership of relevant professional associations

hobbies/interests/special skills outside work

references/letters from previous employers/supervisors

industry awards

any other documentation that may demonstrate your trade or industry experience or support your claim.



Depending on where you have worked and what the work may have included, you may or

may not have documentary evidence. Do not be put off if you do not have documentary

evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.

Is your employer happy to support your aim to become qualified?

Would you feel comfortable if the Assessor contacted your current workplace or previous

workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in

the industry.

Think about who the best person to confirm your skill level would be.

Think about current or recent supervisors or employers who have observed your work and

who would be able to confirm your previous work skills and experience. The Assessor will

need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade

or industry in which you are seeking recognition.

These could include letters from employers, records of any training courses or professional

development sessions attended, employers or clients in related industries or government

agencies, acknowledgements, workplace forms (as long as there are no confidentially

issues – see below) or any other relevant documents.

Confidentiality issues

It is important that sensitive information is not included as part of your Supporting Documentation

(as identified in Section 6 and any other documentation you wish to use as evidence). You may

need authorisation from your supervisor to use some of your evidence, so it is always best to

check the privacy and confidentiality policies of the organisation. Client names should be deleted

and financial figures or other personal details should be blacked out and made unidentifiable.



The four steps in the RPL assessment process

Once your training organisation has provided you with the information you need to apply for RPL,

you need to follow these four steps in order to complete the process.

Step 1 – Self-

Evaluation

Before you decide to apply for RPL you need to assess your current

competence for one or several units of competency.

Complete the candidate information and self-evaluation forms provided

with as much information of your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to

see whether you can demonstrate the required skills and knowledge. You

can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements/performance

criteria for the relevant unit/s of competency.

It is not enough to simply state that you possess the skills and knowledge

required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the

variety of experience you have had. You should supply examples of your

work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may

not have documentary evidence available. This should not deter you from

seeking RPL, as your Assessor will work with you throughout the RPL

process.

You will also need to supply the contact details of work referees who can

confirm your skills in the industry.

You will also be provided with a list of suggested evidence that you could

use to demonstrate that you are competent in a particular unit or units of

competency. This list is a guide only. If you have other suitable evidence

to support your claim for RPL then you are encouraged to share this with

your Assessor.

If you do not believe that you have any suitable evidence, then you

should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that

you would like to continue with the RPL process, make an appointment

for an interview and enrol for RPL.

Note: It is possible to gain RPL for an entire qualification.



Step 2 – Enrolment

and interview with

the Assessor

An interview with an Assessor who understands your industry will be

organised for you. They will review – usually with you – the information

and supporting documentation you have provided and match up your

skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-

evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work

experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions

relating to your work experience. This questioning forms part of the

assessment, as it will identify your current knowledge and skills regarding

the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this

qualification, it is important that you let your trainer know that you intend

to apply for RPL, then nominate the units you have selected for RPL so

that the required documentation can be processed and your application

can go ahead.

It is at this stage that a decision will be made whether you are able to

proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical

demonstration of

your skills

Your Assessor will organise with you and your employer to conduct a

practical skills test at your workplace (if appropriate) or other suitable

location.

This is your opportunity to demonstrate your level of competence on a

practical level. The assessment will focus on the skills required in the

work activities which relate to the qualification in which you are applying

for recognition.

Your Assessor will identify the skills they want you to demonstrate by

asking you to complete certain tasks.

Step 4 – Provision

of further

supporting

evidence

Your Assessor will need to confirm your previous work experience with

someone (such as your supervisor or employer) who can vouch for your

skills over a period of time.

They will contact the referees you have provided as part of the candidate

information.

Your Assessor may ask you to give your selected workplace contacts or

previous employers the Third Party report to complete. Authentication of

these reports by the Assessor would then be required.



After the assessment

After the assessment, your Assessor will advise you of the units of competency you have

successfully completed. You will also be advised whether you have gained the full qualification or

if gaps have been identified during the recognition process. If you do have skill gaps, these may

be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor.



Candidate Information Form

You may find it easier to provide the information for the following by attaching a résumé.

Qualification/Industry in which you are seeking recognition


Personal details

Surname

First name/s

Any other name/s used

Home address

Postal address (if different from above)

Home: Work: Telephone numbers

Mobile: Fax:

Email address

Are you a permanent resident of Australia? Yes No

Do you need an interpreter to help you with an interview? Yes No

Do you have a disability which we should be aware of? Yes No

Will you need special aids if you are required to undertake a practical assessment? Yes No

Please provide details or special needs so that we can assist you if required.

Current employment

Are you currently employed? Yes No

If ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

How long have you worked in this job approximately?

year/s month/s

Is this occupation in the same industry as the industry in which you are applying for recognition?

Yes No If ‘no’, go to the next page.



If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant to your RPL application.

If you have further recent industry experience relevant to your application, please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Community Services Yes No Possibly

I think my experience is of a high level.

I think I am skilled to do this job.

I know how to do the work tasks really well.

I can explain my experience and provide documentary evidence.

I have undertaken much of this work without supervision.

Further training

I have attended training courses in this area of work.

If ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address



Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate Employment History Form

(You may attach a current résumé in place of completing this section.)

Period of employment (DD/MM/YYYY)

Name, address

and phone number of employers From To

Position/s held

Full-time Part-time Casual

Description of major duties

1.

2.

3.

4.

5.

Attach additional sheet if required.

Declaration

I declare that the information contained in this application is true and correct and that all

documents are genuine.







Candidate’s Self-Evaluation Form

Completion instructions

The purpose of completing the Self-Evaluation Form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.

Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below

I have performed these tasks Evidence to support claim Competency/Task

Frequently Never Sometimes

Supervisor

Evaluation Doc No.

Documentation provided (Number and name the document you are providing for easy reference)

Using a computer to enter or change work information or data.

Not Well Not Well

Using personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Well

Well 1 Copy of Company Personal Protective Equipment

Requirements for my job role.



Candidate Self-Evaluation

Candidate’s name Date completed



Supervisor

Evaluation Doc No.


Can you identify, assess and control the risks when performing manual handling with a client?

Can you identify, assess and control risks to your personal safety when working with clients?

Can you identify, assess and control infection control risks when working with clients?

Can you report and manage OSH risks in the workplace?

Can you carry out your current job roles and responsibilities and ask for assistance when unable to?

Can you monitor your own work performance so that you can identify your own training and supervision needs where required?

Can you take individual needs of your co-workers into consideration when working with them?

Can you access and use policies and procedures in your workplace and provide feedback to your supervisor when you have difficulty?

Can you communicate in a courteous and effective way with clients and co-workers?

Can you follow workplace instructions and complete reports as required?





Supervisor

Evaluation Doc No.


Can you select and complete appropriate workplace documentation?

Can you follow administrative procedures whilst maintaining privacy and confidentiality?

Can you appropriately select, utilise and store equipment in your workplace?

Do you know how service planning and funding works in your workplace?

Can you state how you identify and respond to a situation where a client’s rights are not being protected?

Can you communicate and work appropriately with people from cultural diverse backgrounds?

Can you encourage participation, define roles and receive feedback from members in a group?

Can you identify report and review incidents of challenging behaviours in your workplace?

Can you implement strategies to reduce inappropriate behaviours of clients?

Can you provide individualised responsive personal care to your clients?

Can you take into account an older person’s changing needs when you provide support to them?

Can you offer support that meets the spiritual, cultural and emotional needs of clients?

Can you offer support that promotes positive ageing of your clients?

Can you offer support to clients to promote their self- esteem, confidence and emotional well being?





Supervisor

Evaluation Doc No.


Can you support a client while they are experiencing loss and grief?

Can you support a client to express their own identity and sexual needs?

Can you provide care that is responsive to the changing needs of clients with dementia?

Can you demonstrate how you uphold the rights and encourage the responsibilities of clients in your

Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)

Supervisor’s name Position

Supervisor’s signature Date

CHC30102 Certificate III in Aged Care Work Section 6 – Third Party Report and Supporting Documentation


Section 6

Third Party Report and

Supporting Documentation

It is recommended that the Assessor verify the third party report with the person who

completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.






Third Party Report (Referee testimonial)

All people who verify your work are to complete the details below to ensure validity. (You may need multiple copies of this form.)


Candidate’s name

Referee’s name (Name of person providing this evidence)

Position/title

Workplace

Workplace address

Telephone numbers

Email address

This report was completed: via interview by Assessor independently by referee

Interview conducted by (if applicable)

Date of interview

Instructions As part of the assessment for CHC30102 Certificate III in Aged Care Work, the candidate requires evidence from a third party (employer, supervisor or equivalent). This evidence will be used to validate the candidate’s skills and experience.

A letter of support from the organisation validating a range of tasks performed by the candidate over a period of time is useful in identifying competence.

To whom it may concern

Re: ________________________ who is a ________________________. (insert candidate’s name) (insert industry/job title).

I certify that the above-named person has:

worked at ________________________ for a period of ________________________ (insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes No

I understand the evidence/tasks the candidate has performed on which I am required to comment.

I am willing to be contacted if further verification of my statements is required.

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely

Signature: ________________________________ Date: ________________________






Assessor’s Evidence Summary Sheet The Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Candidate’s name

Date

Evidence collected


Qu

esti

on

s

Pra

ctic

al

Th

ird

Par

ty

Rep

ort

Oth

er e

vid

ence

Co

mp

eten

cy

dem

on

stra

ted

Core units

CHCAC1C Provide support to an older person Yes

No

CHCAC2C Provide personal care Yes

No

CHCAC3C Orientation to aged care work Yes

No


Yes No

CHCAC15A Provide care support, which is responsive to the specific nature of dementia

Yes No

CHCCOM2B Communicate appropriately with clients and colleagues

Yes No


Yes No


Yes No

CHCORG3B Participate in the work environment Yes

No

Elective units

CHCDIS1C Orientation to disability work Yes

No


Yes No

CHCGROUP2C Support group activities Yes

No

CHCADMIN5C Work within the administration protocols of the organisation

Yes No

______________________________

Assessor’s signature _________________________________________

Assessor’s name

Date: ___________________________________




CHC30102 Certificate III in Aged Care Work Section 7 – Mapping of Assessment Tools


Section 7

Mapping of Assessment Tools

This section contains tables with mapping of each of the assessment tools provided, against the

requirements of the units of competency, for the qualification, that makes up this Assessment Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered the

developers do not give any warranty nor accept any liability in relation to the mapping provided.

NOTE: It is recommended that these assessment Tools be validated prior to using them

for the first time or after any customisation has been made, to ensure they meet the

requirements of the organisation and meet AQTF Standards.






Mapping document

Using this document

This document is mapped to the direct sources of evidence required to satisfy competency in this

particular cluster.

Each of the columns reflects the particular tool in use, and the numbers relate to the question

numbers in that tool which support the relevant performance criteria, critical aspects of evidence

or required knowledge and skills in this cluster.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of

documentary evidence that the candidate may use to support their application for RPL.






Mapping to units of competency

Interview Question Bank



Skill Set 3 – Work with others Skill Set 4 – Meet administration and information

Units of competency

Qu

esti

on

CH

CA

C3

C

Orie

ntat

ion

to a

ged

car

e w

ork

CH

CO

HS

302A

P

artic

ipat

e in

saf

ety

proc

edur

es fo

r di

rect

ca

re w

ork

CH

CD

IS1

C

Orie

ntat

ion

to d

isab

ility

w

ork

CH

CA

C1

C

Pro

vide

sup

port

to

an

olde

r pe

rson

CH

CA

C2

C

Pro

vide

per

sona

l car

e

CH

CA

C6

C

Sup

port

the

olde

r pe

rson

to

mee

t the

ir em

otio

nal

and

psyc

hoso

cial

nee

ds

CH

CA

C15

A

Pro

vide

car

e su

ppor

t, w

hich

is r

espo

nsiv

e to

th

e sp

ecifi

c na

ture

of

dem

entia

CH

CC

OM

2B

Com

mun

icat

e ap

prop

riate

ly w

ith c

lient

s an

d co

lleag

ues

CH

CO

RG

3B

Par

ticip

ate

in th

e w

ork

envi

ronm

ent

CH

CC

S40

5A

Wor

k ef

fect

ivel

y w

ith

cultu

rally

div

erse

clie

nts

and

co-w

ork

ers

CH

CG

RO

UP

2C

Sup

port

gro

up a

ctiv

ities

CH

CIN

F8B

C

ompl

y w

ith in

form

atio

n re

quire

men

ts o

f the

ag

ed c

are

and

com

mun

ity c

are

sect

ors

CH

CA

DM

IN5C

W

ork

with

in th

e ad

min

istr

atio

n pr

otoc

ols

of th

e or

gani

satio

n

1 1,2

2 3

3 1,2,4,5,6

4 3,4,5,6

5 1

6 2,3

7 1,2

8 4

9 3 1,2,3

10 1,3,5

11 2,4

12 1,2

13 3

14 1

15 2,3 2

16 3 1,3,4





Skill Set 3 – Work with others Skill Set 4 – Meet administration and information

Units of competency

Qu

esti

on

CH

CA

C3

C

Orie

ntat

ion

to a

ged

car

e w

ork

CH

CO

HS

302A

P

artic

ipat

e in

saf

ety

proc

edur

es fo

r di

rect

ca

re w

ork

CH

CD

IS1

C

Orie

ntat

ion

to d

isab

ility

w

ork

CH

CA

C1

C

Pro

vide

sup

port

to

an

olde

r pe

rson

CH

CA

C2

C

Pro

vide

per

sona

l car

e

CH

CA

C6

C

Sup

port

the

olde

r pe

rson

to

mee

t the

ir em

otio

nal

and

psyc

hoso

cial

nee

ds

CH

CA

C15

A

Pro

vide

car

e su

ppor

t, w

hich

is r

espo

nsiv

e to

th

e sp

ecifi

c na

ture

of

dem

entia

CH

CC

OM

2B

Com

mun

icat

e ap

prop

riate

ly w

ith c

lient

s an

d co

lleag

ues

CH

CO

RG

3B

Par

ticip

ate

in th

e w

ork

envi

ronm

ent

CH

CC

S40

5A

Wor

k ef

fect

ivel

y w

ith

cultu

rally

div

erse

clie

nts

and

co-w

ork

ers

CH

CG

RO

UP

2C

Sup

port

gro

up a

ctiv

ities

CH

CIN

F8B

C

ompl

y w

ith in

form

atio

n re

quire

men

ts o

f the

ag

ed c

are

and

com

mun

ity c

are

sect

ors

CH

CA

DM

IN5C

W

ork

with

in th

e ad

min

istr

atio

n pr

otoc

ols

of th

e or

gani

satio

n

17 1,3,4

18 1,2,3

19 4

20 1,2,3

21 1,2 1

22 4

23 3 2,3

24 3,4



Mapping to units of competency

Demonstration/Observation Record

Note: Where an element is listed, all performance criteria are covered, as well as related essential skills, essential knowledge and critical aspects of evidence

Task Number

CH

CA

C1

C

P

rovi

de s

uppo

rt t

o an

ol

der

pers

on

CH

CA

C2

C

P

rovi

de p

erso

nal c

are

CH

CA

C3

C

O

rient

atio

n to

ag

ed c

are

wor

k

CH

CA

C6

C

S

uppo

rt th

e ol

der

pers

on to

mee

t the

ir em

otio

nal a

nd

psy

cho

soci

al n

ee

ds

CH

CA

C15

A

P

rovi

de c

are

supp

ort,

whi

ch is

res

pons

ive

to

the

spec

ific

natu

re o

f de

men

tia

CH

CC

OM

2B

C

omm

unic

ate

appr

opria

tely

with

cl

ient

s an

d co

lleag

ues

CH

CIN

F8B

Com

ply

with

info

rmat

ion

requ

irem

ents

of t

he

aged

car

e an

d co

mm

unity

car

e se

ctor

s

CH

CO

HS

302A

P

artic

ipat

e in

saf

ety

proc

edur

es fo

r di

rect

ca

re w

ork

CH

CO

RG

3B

P

artic

ipat

e in

the

wor

k en

viro

nmen

t

CH

CA

DM

IN5C

W

ork

with

in th

e ad

min

istr

atio

n pr

otoc

ols

of th

e or

gani

satio

n

CH

CC

S40

5A

Wor

k ef

fect

ivel

y w

ith

cultu

rally

div

erse

clie

nts

and

co-w

ork

ers

CH

CD

IS1

C

O

rient

atio

n to

dis

abili

ty

wor

k

CH

CG

RO

UP

2C

Sup

port

gro

up a

ctiv

ities

1 Manual handling 1

2 Personal safety 2

3 Infection control 3

4 Risk management 4, 5, 6 3

5 Workplace involvement 1

6 Review of own performance 2

7 Cooperative work 3

8 Policies and procedures 4

9 Communication in the workplace

1,2,3

10 Administration and information

1,3 1,2,3,4

11 Service planning 2

12 Ethics and legislation 4

13 Cultural diversity 1,2,3,4

14 Group work 1,2,3

16 Personal care 2,3

17 Support older person 1, 2, 3, 4

18 Positive ageing 1 2



Task Number

CH

CA

C1

C

P

rovi

de s

uppo

rt t

o an

ol

der

pers

on

CH

CA

C2

C

P

rovi

de p

erso

nal c

are

CH

CA

C3

C

O

rient

atio

n to

ag

ed c

are

wor

k

CH

CA

C6

C

S

uppo

rt th

e ol

der

pers

on to

mee

t the

ir em

otio

nal a

nd

psy

cho

soci

al n

ee

ds

CH

CA

C15

A

P

rovi

de c

are

supp

ort,

whi

ch is

res

pons

ive

to

the

spec

ific

natu

re o

f de

men

tia

CH

CC

OM

2B

C

omm

unic

ate

appr

opria

tely

with

cl

ient

s an

d co

lleag

ues

CH

CIN

F8B

Com

ply

with

info

rmat

ion

requ

irem

ents

of t

he

aged

car

e an

d co

mm

unity

car

e se

ctor

s

CH

CO

HS

302A

P

artic

ipat

e in

saf

ety

proc

edur

es fo

r di

rect

ca

re w

ork

CH

CO

RG

3B

P

artic

ipat

e in

the

wor

k en

viro

nmen

t

CH

CA

DM

IN5C

W

ork

with

in th

e ad

min

istr

atio

n pr

otoc

ols

of th

e or

gani

satio

n

CH

CC

S40

5A

Wor

k ef

fect

ivel

y w

ith

cultu

rally

div

erse

clie

nts

and

co-w

ork

ers

CH

CD

IS1

C

O

rient

atio

n to

dis

abili

ty

wor

k

CH

CG

RO

UP

2C

Sup

port

gro

up a

ctiv

ities

19 Meeting needs 1,2,3,4,5

20 Dementia care 1,2

21 Aged care rights and structure

1,3

22 Client welfare 1,2