TR Caregiving NC II (Rev)

CAREGIVING NC II
HEALTH, SOCIAL, AND OTHER COMMUNITY

DEVELOPMENT SERVICES SECTOR
Technical Education and Skills Development Authority
East Service Road, South Superhighway, Taguig, Metro Manila
Technical Education and Skills Development Act of 1994
(Republic Act No. 9!"
Section 22, Estabis!"ent an# A#"inist$ation o% t!e Nationa
T$a#e S&is Stan#a$#s' o% t!e RA (()* &no+n as t!e TESDA Act
"an#ates TESDA to estabis! nationa occ,-ationa s&i
stan#a$#s. T!e A,t!o$it/ s!a #e0eo- an# i"-e"ent a
ce$ti%ication an# acc$e#itation -$o1$a" in +!ic! -$i0ate in#,st$/
1$o,- an# t$a#e associations a$e acc$e#ite# to con#,ct a--$o0e#
t$a#e tests, an# t!e oca 1o0e$n"ent ,nits to -$o"ote s,c! t$a#e
testin1 acti0ities in t!ei$ $es-ecti0e a$eas in acco$#ance +it! t!e
1,i#eines to be set b/ t!e A,t!o$it/.
The Training Regulations (TR) serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
. !evelopment of curriculum and assessment instruments.
"ach TR has four sections:
#ection 1 !efinition of $ualification % refers to the group of competencies
that describes the different functions of the &ualification.
#ection 2 Competency #tandards % gives the specifications of
competencies re&uired for effective 'or( performance.
#ection Training #tandards % contains information and re&uirements in
designing training program for certain $ualification. )t includes
curriculum design* training delivery; trainee entry re&uirements;
tools and re&uirements; tools and e&uipment; training facilities
and trainer+s &ualification.
#ection , -ational .ssessment and Certification .rrangement % describes
the policies governing assessment and certification procedure
T./0" 12 C1-T"-T#
HEALTH, SOCIAL, AND OTHER COMMUNITY
DEVELOPMENT SERVICES SECTOR
CAREGIVING NC II
3age -o.
SECTION 2 CAREGIVING NC II 3UALI4ICATION 2

SECTION 2 COMPETENCY STANDARD
5asic Co"-etencies 2627
Co""on Co"-etencies 28629
Co$e Co"-etencies 226(7

SECTION 7 TRAINING STANDARDS
7.2 C,$$ic,," Desi1n
5asic Co"-etencies (8
Co""on Co"-etencies (:
Co$e Co"-etencies (*6(;
7.2 T$ainin1 Dei0e$/ ()
7.7 T$ainee Ent$/ Re<,i$e"ents ;9
7.8 List o% Toos, E<,i-"ent an# Mate$ias ;96;2
7.: T$ainin1 4aciities ;2
7.* T$aine$s= 3,ai%ications ;7
7.( Instit,tiona Assess"ent ;7
SECTION 8 NATIONAL ASSESSMENT AND
CERTI4ICATION ARRANGEMENTS ;8
AC>NO?LEDGEMENT
TRAINING REGULATIONS 4OR
CAREGIVING NC II
SECTION 2 CAREGIVING NC II 3UALI4ICATION
The CAREGIVING NC II $ualification consists of competencies that a person must achieve
to provide care and support to infants4toddlers* provide care and support to children* foster social*
intellectual* creative and emotional development of children* foster the physical development of
children* provide care and support to elderly* provide care and support to people 'ith special
needs* maintain healthy and safe environment* respond to emergency* clean living room* dining
room* bedrooms* toilet and bathroom* 'ash and iron clothes* linen* fabric* prepare hot and cold
meals.
The 5nits of Competency comprising this $ualification include the follo'ing:
UNIT CODE 5ASIC COMPETENCIES
67711176 3articipate in 'or(place communication
67711178 9or( in a team environment
6771117: 3ractice career professionalism
6771117; 3ractice occupational health and safety procedures
UNIT CODE COMMON COMPETENCIES
<C#2271 )mplement and monitor infection control policies and procedures
<C#2272 Respond effectively to difficult4challenging behavior
<C#227 .pply basic first aid
<C#227, =aintain high standard of patient services
UNIT CODE CORE COMPETENCIES
<C#271 3rovide care and support to infants4toddlers
<C#272 3rovide care and support to children
<C#27 2oster social* intellectual* creative and emotional development of children
<C#27, 2oster the physical development of children
<C#276 3rovide care and support to elderly
<C#278 3rovide care and support to people 'ith special needs
<C#27: =aintain healthy and safe environment
<C#27; Respond to emergency
<C#27> Clean living room* dining room* bedrooms* toilet and bathroom
<C#217 9ash and iron clothes* linen and fabric
<C#211 3repare hot and cold meals
. person 'ho has achieved this $ualification is competent to be a:
Ca$e1i0e$ o% an in%ant @ to##e$
Ca$e1i0e$ o% a c!i#
Ca$e1i0e$ o% an e#e$/
Ca$e1i0e$ o% -eo-e +it! s-ecia nee#s
TR Caregiving -C )) %1%
SECTION 2 COMPETENCY STANDARDS
This section gives the details of the contents of the basic* common and core units of
competency re&uired in CAREGIVING NC II.
5ASIC COMPETENCIES
5-)T 12 C1=3"T"-C? : PARTICIPATE IN ?OR>PLACE COMMUNICATION
5-)T C1!" : :9972229:
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes re&uired to
gather* interpret and convey information in response to 'or(place
re&uirements.
ELEMENT
PER4ORMANCE CRITERIA
Italicized terms are elaborated in the Range of @ariables
1. 1btain and convey
'or(place
information
1.1 #pecific and relevant information is accessed from appropriate
sources
1.2 "ffective &uestioning* active listening and spea(ing s(ills are
used to gather and convey information
1. .ppropriate medium is used to transfer information and ideas
1., .ppropriate non%verbal communication is used
1.6 .ppropriate lines of communication 'ith supervisors and
colleagues are identified and follo'ed
1.8 !efined 'or(place procedures for the location and storage of
information are used
1.: 3ersonal interaction is carried out clearly and concisely
2. 3articipate in
'or(place meetings
and discussions
2.1 Team meetings are attended on time
2.2 1'n opinions are clearly eApressed and those of others are
listened to 'ithout interruption
2. =eeting inputs are consistent 'ith the meeting purpose and
established protocols
2., Workplace interactions are conducted in a courteous manner
2.6 $uestions about simple routine 'or(place procedures and
matters concerning 'or(ing conditions of employment are
tas(ed and responded to
2.8 =eetings outcomes are interpreted and implemented
. Complete relevant
'or( related
documents
.1 Range of forms relating to conditions of employment are
completed accurately and legibly
.2 9or(place data are recorded on standard 'or(place forms and
documents
. /asic mathematical processes are used for routine calculations
., "rrors in recording information on forms4 documents are
identified and properly acted upon
.6 Reporting re&uirements to supervisor are completed according
to organiBational guidelines
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. .ppropriate sources 1.1 Team members
1.2 #uppliers
1. Trade personnel
1., 0ocal government
1.6 )ndustry bodies
2. =edium 2.1 =emorandum
2.2 Circular
2. -otice
2., )nformation discussion
2.6 2ollo'%up or verbal instructions
2.8 2ace%to%face communication
. #torage .1 =anual filing system
.2 Computer%based filing system
,. 2orms ,.1 3ersonnel forms* telephone message forms* safety reports
6. 9or(place
interactions
6.1 2ace%to%face interactions
6.2 Telephone conversations
6. "lectronic and t'o%'ay radio communication
6., 9ritten communication including electronic mail* memos*
instruction and forms
6.6 -on%verbal communication including gestures* signals* signs
and diagrams
8. 3rotocols 8.1 1bserving meeting
8.2 Compliance 'ith meeting decisions
8. 1beying meeting instructions
TR Caregiving -C )) %%
EVIDENCE GUIDE
1. Critical aspects of
competency
.ssessment re&uires evidence that the candidate:
1.1 3repared 'ritten communication follo'ing standard format of
the organiBation
1.2 .ccessed information using communication e&uipment
1. =ade use of relevant terms as an aid to transfer information
effectively
1., Conveyed information effectively adopting the formal or
informal communication
2. 5nderpinning
(no'ledge and
attitudes
2.1 "ffective communication
2.2 !ifferent modes of communication
2. 9ritten communication
2., 1rganiBational policies
2.6 Communication procedures and systems
2.8 Technology relevant to the enterprise and the individual+s
'or( responsibilities
. 5nderpinning s(ills .1 2ollo' simple spo(en language
.2 3erform routine 'or(place duties follo'ing simple 'ritten
notices
. 3articipate in 'or(place meetings and discussions
., Complete 'or( related documents
.6 "stimate* calculate and record routine 'or(place measures
.8 /asic mathematical processes of addition* subtraction*
division and multiplication
.: .bility to relate to people of social range in the 'or(place
.; Cather and provide information in response to 'or(place
Re&uirements
,. Resource
implications
The follo'ing resources MUST be provided:
,.1 2aA machine
,.2 Telephone
,. 9riting materials
,., )nternet
6. =ethod of
assessment
Competency MUST be assessed through:
6.1 !irect 1bservation
6.2 1ral intervie' and 'ritten test
8. ConteAt of
assessment
8.1Competency may be assessed individually in the actual
'or(place or through accredited institution
TR Caregiving -C )) %,%
5-)T 12 C1=3"T"-C? : ?OR> IN TEAM ENVIRONMENT
5-)T C1!" : :9972229*
5-)T !"#CR)3T1R : This unit covers the s(ills* (no'ledge and attitudes to identify role
and responsibility as a member of a team.
ELEMENT
1. !escribe team role
and scope
1.1 The role and objective of the team is identified from
available sources of information
1.2 Team parameters* reporting relationships and responsibilities
are identified from team discussions and appropriate eAternal
sources
2. )dentify o'n role and
responsibility 'ithin
team
2.1 )ndividual role and responsibilities 'ithin the team
environment are identified
2.2 Roles and responsibility of other team members are identified
and recogniBed
2. Reporting relationships 'ithin team and eAternal to team are
identified
. 9or( as a team
member
.1 "ffective and appropriate forms of communications used and
interactions underta(en 'ith team members 'ho contribute to
(no'n team activities and obDectives
.2 "ffective and appropriate contributions made to complement
team activities and obDectives* based on individual s(ills and
competencies and workplace context
. 1bserved protocols in reporting using standard operating
procedures
., Contribute to the development of team 'or( plans based on
an understanding of team+s role and obDectives and individual
competencies of the members.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Role and obDective of
team
1.1 9or( activities in a team environment 'ith enterprise or
specific sector
1.2 0imited discretion* initiative and Dudgment may be
demonstrated on the Dob* either individually or in a team
environment
2. #ources of
information
2.1 #tandard operating and4or other 'or(place procedures
2.2 Eob procedures
2. =achine4e&uipment manufacturer+s specifications and
instructions
2., 1rganiBational or eAternal personnel
2.6 Client4supplier instructions
2.8 $uality standards
2.: 1<# and environmental standards
. 9or(place conteAt .1 9or( procedures and practices
.2 Conditions of 'or( environments
. 0egislation and industrial agreements
., #tandard 'or( practice including the storage* safe handling
and disposal of chemicals
.6 #afety* environmental* house(eeping and &uality guidelines
EVIDENCE GUIDE
competency
1.1 1perated in a team to complete 'or(place activity
1.2 9or(ed effectively 'ith others
1. Conveyed information in 'ritten or oral form
1., #elected and used appropriate 'or(place language
1.6 2ollo'ed designated 'or( plan for the Dob
1.8 Reported outcomes
2. 5nderpinning
(no'ledge and
attitudes
2.1 Communication process
2.2 Team structure
2. Team roles
2., Croup planning and decision ma(ing
. 5nderpinning s(ills .1 Communicate appropriately* consistent 'ith the culture of the
'or(place
,. Resource
implications
,.1 .ccess to relevant 'or(place or appropriately simulated
environment 'here assessment can ta(e place
,.2 =aterials relevant to the proposed activity or tas(s
6. =ethod of
assessment
Competency may be assessed through:
6.1 1bservation of the individual member in relation to the 'or(
activities of the group
6.2 1bservation of simulation and or role play involving the
participation of individual member to the attainment of
organiBational goal
6.. Case studies and scenarios as a basis for discussion of
issues and strategies in team'or(
8. ConteAt of
assessment
8.1 Competency may be assessed in 'or(place or in a simulated
'or(place setting
8.2 .ssessment shall be observed 'hile tas( are being
underta(en 'hether individually or in group
TR Caregiving -C )) %:%
5-)T 12 C1=3"T"-C? : PRACTICE CAREER PRO4ESSIONALISM
5-)T C1!" : :9972229(
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes in promoting
career gro'th and advancement.
ELEMENT
1. )ntegrate personal
obDectives 'ith
organiBational goals
1.1 3ersonal gro'th and 'or( plans are pursued to'ards
improving the &ualifications set for the profession
1.2 )ntra and interpersonal relationships are maintained in the
course of managing oneself based on performance
evaluation
1. Commitment to the organiBation and its goal is demonstrated
in the performance of duties
2. #et and meet 'or(
priorities
2.1 Competing demands are prioritiBed to achieve
personal* team and organiBational goals and obDectives.
2.2 Resources are utiliBed efficiently and effectively to
manage 'or( priorities and commitments
2. 3ractices along economic use and maintenance of
e&uipment and facilities are follo'ed as per established
procedures
. =aintain professional
gro'th and
development
.1 Trainings and career opportunities are identified and
availed of based on Dob re&uirements
.2 Recognitions are sought4received and demonstrated
as proof of career advancement
. Licenses and/or certifications relevant to Dob and
career are obtained and rene'ed
TR Caregiving -C )) %;%
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. "valuation 1.1 3erformance .ppraisal
1.2 3sychological 3rofile
1. .ptitude Tests
2. Resources 2.1 <uman
2.2 2inancial
2. Technology
2..1 <ard'are
2..2 #oft'are
. Trainings and career
opportunities
.1 3articipation in training programs
.1.1 Technical
.1.2 #upervisory
.1. =anagerial
.1., Continuing "ducation
.2 #erving as Resource 3ersons in conferences and 'or(shops
,. Recognitions ,.1 Recommendations
,.2 Citations
,. Certificate of .ppreciations
,., Commendations
,.6 .'ards
,.8 Tangible and )ntangible Re'ards
6. 0icenses and4or
certifications
6.1 -ational Certificates
6.2 Certificate of Competency
6. #upport 0evel 0icenses
6., 3rofessional 0icenses
TR Caregiving -C )) %>%
EVIDENCE GUIDE

competency
1.1 .ttained Dob targets 'ithin (ey result areas (FR.s)
1.2 =aintained intra and interpersonal relationship in the course of
managing oneself based on performance evaluation
1. Completed trainings and career opportunities 'hich are based
on the re&uirements of the industries
1., .c&uired and maintained licenses and4or certifications according
to the re&uirement of the &ualification
2. 5nderpinning
(no'ledge and
attitudes
2.1 9or( values and ethics (Code of Conduct* Code of "thics*
etc.)
2.2 Company policies
2. Company operations* procedures and standards
2., 2undamental rights at 'or( including gender sensitivity
2.6 3ersonal hygiene practices
. 5nderpinning s(ills .1 .ppropriate practice of personal hygiene
.2 )ntra and )nterpersonal s(ills
. Communication s(ills
,. Resource
implications
,.1 9or(place or assessment location
,.2 Case studies4scenarios
6. =ethod of
assessment
6.1 3ortfolio .ssessment
6.2 )ntervie'
6. #imulation4Role%plays
6., 1bservation
6.6 Third 3arty Reports
6.8 "Aams and Tests
8. ConteAt of
assessment
8.1 Competency may be assessed in the 'or( place or in a
simulated 'or( place setting
5-)T 12 C1=3"T"-C? : PRACTICE OCCUPATIONAL HEALTH AND SA4ETY
PROCEDURES
5-)T C1!" : :9972229;
5-)T !"#CR)3T1R : This unit covers the outcomes re&uired to comply 'ith regulatory
and organiBational re&uirements for occupational health and safety.
ELEMENT
1. )dentify haBards and
ris(s
1.1 afet! regulations and 'or(place safety and haBard control
practices and procedures are clarified and eAplained based on
organiBation procedures
1.2 "azards/risks in the 'or(place and their corresponding
indicators are identified to minimiBe or eliminate ris( to co%
'or(ers* 'or(place and environment in accordance 'ith
organiBation procedures
1. #ontingenc! measures during 'or(place accidents* fire and
other emergencies are recogniBed and established in
accordance 'ith organiBation procedure
2. "valuate haBards and
ris(s
2.1Terms of maAimum tolerable limits 'hich 'hen eAceeded 'ill
result in harm or damage are identified based on threshold
limit values (T0@)
2.2"ffects of the haBards are determined
2. 1<# issues and4or concerns and identified safety haBards are
reported to designated personnel in accordance 'ith
'or(place re&uirements and relevant 'or(place 1<#
legislation
. Control haBards and
ris(s
.11ccupational <ealth and #afety (1<#) procedures for controlling
haBards4ris(s in 'or(place are consistently follo'ed
.23rocedures for dealing 'ith 'or(place accidents* fire and
emergencies are follo'ed in accordance 'ith organiBation
1<# policies
.$ersonal protective e%uipment &$$'( is correctly used in
accordance 'ith organiBation 1<# procedures and practices
.,.ppropriate assistance is provided in the event of a 'or(place
emergency in accordance 'ith established organiBation
protocol
,. =aintain 1<#
a'areness
,.1'mergenc!)related drills and trainings are participated in as
per established organiBation guidelines and procedures
,.2*" personal records are completed and updated in
accordance 'ith 'or(place re&uirements
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. #afety regulations =ay include but are not limited to:
1.1 Clean .ir .ct
1.2 /uilding code
1. -ational "lectrical and 2ire #afety Codes
1., 9aste management statutes and rules
1.6 3hilippine 1ccupational #afety and <ealth #tandards
1.8 !10" regulations on safety legal re&uirements
1.: "CC regulations
2. <aBards4Ris(s =ay include but are not limited to:
2.1 3hysical haBards G impact* illumination* pressure* noise*
vibration* temperature* radiation
2.2 /iological haBards% bacteria* viruses* plants* parasites*
mites* molds* fungi* insects
2. Chemical haBards G dusts* fibers* mists* fumes* smo(e* gases*
vapors
2., "rgonomics
3sychological factors G over eAertion4 eAcessive force*
a'('ard4static positions* fatigue* direct pressure* varying
metabolic cycles
3hysiological factors G monotony* personal relationship*
'or( out cycle
. Contingency
measures
=ay include but are not limited to:
.1 "vacuation
.2 )solation
. !econtamination
., (Calling designed) emergency personnel
,. 33" =ay include but are not limited to:
,.1 =as(
,.2 Cloves
,. Coggles
,., <air -et4cap4bonnet
,.6 2ace mas(4shield
,.8 "ar muffs
,.: .pron4Co'n4coverall4Dump suit
,.; .nti%static suits
6. "mergency%related
drills and training
6.1 2ire drill
6.2 "arth&ua(e drill
6. /asic life support4C3R
6., 2irst aid
6.6 #pillage control
6.8 !econtamination of chemical and toAic
6.: !isaster preparedness4management
8. 1<# personal
records
8.1=edical4<ealth records
8.2)ncident reports
8..ccident reports
8.,1<#%related training completed

EVIDENCE GUIDE
competency
1.1 "Aplained clearly established 'or(place safety and haBard
control practices and procedures
1.2 )dentified haBards4ris(s in the 'or(place and its corresponding
indicators in accordance 'ith company procedures
1. RecogniBed contingency measures during 'or(place
accidents* fire and other emergencies
1., )dentified terms of maAimum tolerable limits based on
threshold limit value (T0@).
1.6 2ollo'ed 1ccupational <ealth and #afety (1<#) procedures
for controlling haBards4ris(s in 'or(place
1.8 5sed 3ersonal 3rotective "&uipment (33") in accordance
'ith company 1<# procedures and practices
1.: Completed and updated 1<# personal records in accordance
'ith 'or(place re&uirements
2. 5nderpinning
(no'ledge and
attitudes
2.1 1<# procedures and practices and regulations
2.2 33" types and uses
2. 3ersonal hygiene practices
2., <aBards4ris(s identification and control
2.6 Threshold 0imit @alue (T0@)
2.8 1<# indicators
2.: 1rganiBation safety and health protocol
2.; #afety consciousness
2.> <ealth consciousness
. 5nderpinning s(ills .13ractice of personal hygiene
.2 <aBards4ris(s identification and control s(ills
. )nterpersonal s(ills
., Communication s(ills
,. Resource
implications
,.1 9or(place or assessment location
,.2 1<# personal records
,. 33"
,., <ealth records
6. =ethod of
assessment
6.13ortfolio .ssessment
6.2)ntervie'
6. Case #tudy4#ituation
8. ConteAt of
assessment
8.1Competency may be assessed in the 'or( place or in a simulated
'or( place setting
COMMON COMPETENCIES
5-)T 12 C1=3"T"-C? : IMPLEMENT AND MONITOR IN4ECTION CONTROL POLICIES
AND PROCEDURES
5-)T C1!" : HCS727292
5-)T !"#CR)3T1R : This unit is concerned 'ith infection control responsibilities of
employees 'ith supervisory accountability to implement and
monitor infection control policy and procedures in a specific 'or(
unit or team 'ithin an organiBation. This unit does not apply to a
role 'ith organiBation%'ide responsibilities for infection control
policy and procedure development* implementation or monitoring.
ELEMENT
1. 3rovide information to
the 'or( group about
the organiBation+s
infection control
policies and
procedures
2.2 Relevant information about the organiBation+s infection control
policy and procedures* and applicable industr! codes of
practice are accurately and clearly eAplained to the 'or(
group.
1.2 )nformation about identified hazards and the outcomes of
infection risk assessments is regularly provided to the 'or(
group.
1. 1pportunity is provided for the 'or( group to see( further
information on 'or(place infection control issues and
practices.
2. )ntegrate the
organiBation+s
infection control
policy and procedure
into 'or( practices
2.2 Infection control polic! and procedures are implemented by
supervisor and members of the 'or( group.
2.2 0iaison is maintained 'ith person responsible for organiBation%
'ide infection control.
2. The #upervisor+s coaching support ensures that
individuals4teams are able to implement infection control
practices.
2., 9or( procedures are adopted to reflect appropriate infection
control practice.
2.6 )ssues raised through consultation are dealt 'ith and resolved
promptly or referred to the appropriate personnel for
resolution.
2.8 9or(place procedures for dealing 'ith infection control ris(s and
haBardous events are implemented 'henever necessary.
2.: "mployees are encouraged to report infection ris(s and to
improve infection control procedures.
TR Caregiving -C )) %1,%
ELEMENT
. =onitor infection
control performance
and implement
improvements in
practices
.1 )nfection control haBardous events are investigated promptly
to identify their cause in accordance 'ith organiBation policy
and procedures.
.29or( procedures to control infection ris(s are monitored to
ensure compliance.
. 9or( procedures are regularly revie'ed and adDusted to ensure
improvements in infection control practice.
.,#upervisor provides feedbac( to team and individuals on
compliance issues* changes in 'or( procedures and infection
control outcomes.
.6Training in 'or( procedures is provided as re&uired to ensure
maintenance of infection control standards.
.8)nade&uacies in 'or( procedures and infection control measures
are identified* corrected or reported to designated personnel.
.:Records of infection control ris(s and incidents are accurately
maintained as re&uired.
.;+ggregate infection control information reports are used to
identify haBards* to monitor an improve ris( control methods
and to indicate training needs.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. )nfection Control
3olicies and
3rocedures
This may include but not limited to:
1.1 Cleaning procedures and schedules
1.2 Cleaning agents
1. Cleaning e&uipment
1., <andling* storage and disposal of all types of 'aste
1.6 2ood handling and food safety
1.8 <ygiene procedures
1.: )nfection control ris( management
1.; )nfection control incident and haBard reporting
1.> #teriliBing
1.17 0inen production and handling
1.11 =aintenance procedures
1.12 #torage re&uirements
1.1 3ersonal protective clothing
1.1, 9or( flo's
1.16 =anagement of blood and body fluid spills
1.18 #ingle use of disposables
1.1: .septic techni&ues
1.1; #(in preparation procedures
1.1> )mmuniBation
1.27 -eedle stic( inDuries
1.21 3ersonal contact 'ith infectious patients
1.22 #tandard and additional precautions
1.2 Confidentiality
1.2, "mployee training
1.26 Contractors
2. )ndustry Codes of
3ractice
2.1 -ational <ealth and =edical Research Council Cuidelines for
)nfection Control
2.2 0ocal and -ational Covernment Cuidelines and #tandards
2. =anufacturer+s recommendations and operating manuals
. )dentified haBards
and the outcomes of
infection ris(
assessments
=ay include but not limited to:
.1 #harps
.2 Class
. 9aste
., <uman 'aste and human tissues
.6 3ersonal contact 'ith infectious patients
.8 .nimals* insects and vermin
.: #toc(* including food* 'hich has passed Hused%byI dates
.; )ncorrect concentration of disinfectants and chemicals
.> Cleaning 3rocedures
.17 0inen handling procedures
.11 9or( flo's
.12 5se of personal protective clothing
.1 2ood safety
.1, 3ersonal hygiene
VARIA5LE RANGE
,. )nfection Control
=onitoring
3rocedures
,.1 1bservations
,.2 )ntervie's
,. #urveys and inspections
,., $uality assurance activities
,.6 Revie' of outcomes
,.8 !ata analysis
6. !esignated
personnel
6.1 =anager
6.2 )nfection Control Coordinator
6. $uality )mprovement Coordinator
6., )nfection Control Committee
6.6 1ccupational <ealth and #afety Committee
8. .ggregate infection
control information
8.1 Records of needle stic( inDuries
8.2 <ospital%ac&uired infection rates
8. !1< healthcare standards clinical indicators
8., <.CC3 records
8.6 <aBard reports
EVIDENCE GUIDE
competency
1.1 Communicated 'ith team and individuals on organiBational
policy and procedures for infection control.
1.2 .pplied infection control policies ad procedures 'hich impact on
'or( processes of the specific 'or( unit.
1. .pplied procedures for adopting appropriate infection practices
'ithin 'or( unit.
1., 3rovided appropriate supervision of 'or( group
2. 5nderpinning
(no'ledge and
attitudes
2.1 9or(ing (no'ledge* consistent 'ith the elements of competence
of the organiBation+s applicable infection control policy and
procedures and relevant industry codes of practice.
2.2 The hierarchy ris( control measures from most to least
preferred* that is* elimination* engineering controls*
administrative control and lastly personal e&uipment.
2. Fno'ledge of infection ris(s and control measures in specific
'or( processes.
2., The significance of patient confidentiality in relation to infection
control.
2.6 The significance of other management systems and procedures
for infection control.
2.8 0iteracy levels and communication s(ills of 'or( group members
and conse&uent suitable communication techni&ues.
2.: 1rganiBational procedures for monitoring and training.
2.; /asic understanding of communicable disease transmission.
. 5nderpinning s(ills .1 "ffective communication and interpersonal s(ills including:
- language competence
- literacy and reading competence
.2 -egotiation
. 9or( planning and management
., =anagement of change of 'or( processes
.6 =onitoring compliance 'ith policy and procedures
.8 =aintain and interpret infection control records
,. Resource
implications
,.1 9or(place infection control and health and safety policies and
procedures
,.2 9aste management procedures
,. 2ood safety procedures
,., 1ther organiBational policies and procedures
,.6 !uties statements and4or Dob descriptions
6. =ethod of
assessment
6.1 1bservation
6.2 )ntervie'
6. 3ortfolio
6., !emonstration 'ith &uestioning
8. ConteAt of
assessment
8.1 .ssessment may be done in the 'or(place or in a simulated
'or(place setting.
5-)T 12 C1=3"T"-C? : RESPOND E44ECTIVELY TO DI44ICULT@CHALLENGING
5EHAVIOR
5-)T C1!" : HCS727292
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes to effectively
respond to difficult or challenging behavior of patient.
ELEMENT
1. 3lan responses 2.2Responses are planned to instances of difficult or challenging
behavior to maAimiBe the availability of other appropriate staff
and resources.
2.2#pecific manifestations of difficult or challenging behavior are
identified and strategies appropriate to these behaviors are
planned as re&uired.
1. #afety of self and others is given priority in responding to difficult
or challenging behavior according to institutional policies and
procedures.
2. .pply response 2.1!ifficult or challenging behavior is dealt 'ith promptly* firmly and
diplomatically in accordance 'ith institutional polic! and
procedures.
2.2Communication is used effectively to achieve the desired
outcomes in responding to difficult or challenging behavior.
2.+ppropriate strategies are selected to suit particular instances
of difficult or challenging behavior.
. Report and revie'
incidents
.1 )ncidents are reported according to institutional polices and
procedures.
.2 )ncidents are revie'ed 'ith appropriate staff and suggestions
appropriate to area of responsibility are made.
. !ebriefing mechanisms and other activities are used and
participated in.
., .dvice and assistance is sought from legitimate sources 'hen
appropriate.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. 3lanned responses 1.1 1'n ability and eAperience
1.2 "stablished institutional procedures
1. Fno'ledge of individual persons and underlying causes
2. !ifficult or
challenging
behaviors
2.1 .ggression4.ssaultive behavior
2.2 Confusion or other cognitive impairment
2. -oisiness
2., =anipulative
2.6 9andering
2.8 #elf%destructive
2.: )ntoAication
2.; 9ithdra'n4depressed
2.> -egativistic
2.17 )ntrusive behavior
2.11 @erbal offensiveness
. #trategies for dealing
'ith challenging
behaviors
.1 !iversional activities
.2 Referring to appropriate personnel e.g. supervisor* security
officer
. 2ollo'ing established emergency response procedures
,. #election of
strategies for dealing
'ith challenging
behaviors
,.1 The nature of the incident
,.2 3otential effect on different parties* patient* staff and others
,. "stablished procedures and guidelines
6. )nstitutional policies
and procedures
6.1 )ncident reporting and documentation
6.2 1perational guidelines for handling incidents and4or cases
involving difficult and challenging behavior
6. !ebriefing of staff involved in the incident
EVIDENCE GUIDE
competency
1.1)dentified specific manifestations of difficult or challenging
behavior and strategies are planned* selected and applied as
re&uired.
1.2=aintained personal safety and the safety of others.
1.Reported incidents* revie'ed and responded &uic(ly and
effectively to contingencies.
1.,!ebriefing mechanisms are used.
2. 5nderpinning
(no'ledge and
attitudes
2.11#< and issues relating to difficult and challenging behavior
2.23atient issues 'hich need to be referred to an appropriate health
professional
2..bility to interpret and follo' the instructions and guidance of
health professionals involved 'ith the care of patient4client
. 5nderpinning s(ills .1 "ffectively using techni&ues for monitoring o'n service area
including client satisfaction
.2 #pea(ing in affirm* diplomatic and culturally appropriate manner
. Remaining calm and positive in adversity
., Thin(ing and responding &uic(ly and strategically
.6 Remaining alert to potential incidents of difficult or challenging
behavior
.8 =onitoring and4or maintaining security e&uipment
.: .bility to 'or( 'ith others and display empathy 'ith patient and
relatives
,. Resource
implications
,.1.ccess to relevant 'or(place or appropriately simulated
environment 'here assessment can ta(e place
,.2Relevant institutional policy* guidelines* procedures and protocols
,."mergency response procedures and employee support
arrangements
6. =ethod of
assessment
6.1 1bservation 'ith &uestioning
6.2 !emonstration 'ith &uestioning
8. ConteAt of
assessment
'or(place setting.
5-)T 12 C1=3"T"-C? : APPLY 5ASIC 4IRST AID
5-)T C1!" : HCS727297
provide an initial response 'here 2irst .id is re&uired. )n this unit it
is assumed that the 2irst .ider is 'or(ing under supervision and4or
according to established 'or(place 2irst .id procedures and
policies.
ELEMENT
1. .ssess the situation 2.2 $h!sical hazards to self and casualty+s health and safety are
identified.
1.2 )mmediate ris(s to self and casualty+s occupational health
safety (1#<) are minimiBed by controlling the haBard in
accordance 'ith 1#< re&uirements.
1. Casualty+s vital signs and physical condition are assessed in
accordance 'ith 'or(place procedures.
2. .pply basic first aid
techni&ues
2.1,irst +id management is provided in accordance 'ith
established 2irst .id procedures.
2.2Casualty is reassured in a caring and calm manner and made
comfortable using available resources.
2.2irst .id assistance is sought from others in a timely manner and
as appropriate.
2.,#asualt!-s condition is monitored and responded to in
accordance 'ith effective ,irst +id principles and 'or(place
procedures.
2.6!etails of casualty+s physical condition* changes in conditions*
management and response are accurately recorded in line
'ith organiBational procedures.
2.8Casualty management is finaliBed according to his4her needs and
2irst aid principles.
. Communicate details
of the incident
.1 .ppropriate medical assistance is re&uested using relevant
communication media and e&uipment.
.2 !etails of casualty+s condition and management activities are
accurately conveyed to emergency services4relieving
personnel.
. Reports to supervisors are prepared in a timely manner*
presenting all relevant facts according to established company
procedures.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. 2irst .id
=anagement
This may include but not limited to:
1.1 9or(place policies and procedures
1.2 )ndustry4site specific regulations* codes
1. 1#<
1., #tate and territory 'or(place health and safety re&uirements
1.6 .llergies the casualty may have
2. 3hysical <aBards This may include but not limited to:
2.1 9or(place haBards
2.2 "nvironmental haBards
2. 3roAimity of other people
2., <aBards associated 'ith casualty management processes
. Ris(s =ay include but not limited to:
.1 9or(site e&uipment* machinery and substances
.2 "nvironmental ris(s
. /odily fluids
., Ris( of further inDury to the casualty
.6 Ris( associated 'ith the proAimity of the others and
bystanders
,. Casualty+s Condition =ay include but not limited to:
,.1 .bdominal inDuries
,.2 .llergic reactions
,. /leeding
,., /urns%thermal* chemical* friction* electrical
,.6 Cardiac conditions
,.8 Chemical contamination
,.: Cod inDuries
,.; Crush inDuries
,.> !islocations
,.17 !ro'ning
,.11 "ye inDuries
,.12 2ractures
,.1 <ead inDuries
,.1, "pilepsy
,.16 =inor s(in inDuries
,.18 -ec( and spinal inDuries
,.1: -eedle stic( inDuries
,.1; 3oisoning and toAic substances
,.1> #hoc(
,.27 #mo(e inhalation
6. "&uipment and
Resources
6.1 !efibrillation units
6.2 3ressure bandages
6. Thermometers
6., 2irst .id Fit
6.6 "ye'ash
6.8 Thermal /lan(ets
6.: 3oc(et 2ace =as(s
6.; Rubber Cloves
6.> !ressing
VARIA5LE RANGE
6.17 #pace !evice
6.11 Cervical Collars
8. Communication
#ystem
8.1 =obile phone
8.2 #atellite phones
8. <24@<2 radio
8., 2lags
8.6 2lares
8.8 T'o%'ay radio
8.: "mail
8.; "lectronic e&uipment
:. @ital signs :.1 /reathing
:.2 Circulation
:. Consciousness
;. 2irst .id 3rinciples ;.1 Chec(ing the site for danger to self* casualty and others and
minimiBing the danger
;.2 Chec(ing and maintaining the casualty+s air'ays* breathing
and circulation
EVIDENCE GUIDE
competency
1.1 Complied 'ith institutional re&uirements* 1#< la's infections
control and manual handling procedures and relevant health
organiBations.
1.2 )dentified physical haBards of the casualty and minimiBed
immediate ris(s.
1. .ssessed and monitored the physical condition of the
casualty.
1., Responded to emergency using basic life support measures.
1.6 3rovided initial response 'here 2irst aid is re&uired.
1.8 !ealt 'ith compleA casualties or incident.
1.: 3repared reports to concerned personnel in a timely manner.
2. 5nderpinning
(no'ledge and
attitudes
2.1 /asic anatomy and physiology
2.2 Company standard operating procedures (#13s)
2. !ealing 'ith confidentiality
2., Fno'ledge of the 2irst .ider+s s(ills limitations
2.6 1#< legislation and regulations
2.8 <o' to gain access to and interpret material safety data
sheets
. 5nderpinning s(ills .1 Resuscitation
.2 #afe manual handling of casualty
. Consideration of the 'elfare of the casualty
., Report preparation
.6 Communication s(ills
.8 .bility to interpret and use listed documents
,. Resource
implications
,.1 .ccess to relevant 'or( station
,.2Relevant institutional policy* guidelines* procedures and protocols
,."&uipment and materials relevant to the proposed activities
6. =ethod of
assessment
6.2 )ntervie'
6. Third 3arty Report
6., 3ortfolio
8. ConteAt of
assessment
'or(place setting.
5-)T 12 C1=3"T"-C? : MAINTAIN HIGH STANDARDS O4 PATIENT SERVICES
5-)T C1!" : HCS727298
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes re&uired in the
maintenance of high standards of patient services.
ELEMENT
1. Communicate
appropriately 'ith
patients
2.2 "ffective communication strategies and techni&ues are
identified and used to achieve best patient service outcomes.
1.2 Complaints are responded to in accordance 'ith
organiBational policy to ensure best service to patients.
1. Complaints are dealt 'ith in accordance 'ith established
procedures.
1., )nterpreter services are accessed as re&uired.
1.6 .ction is ta(en to resolve conflicts either directly* 'here a
positive outcome can be immediately achieved* or by referral
to the appropriate personnel.
1.8 3articipation in 'or( team is constructive and collaborative
and demonstrates an understanding of o'n role.
2. "stablish and
maintain good
interpersonal
relationship 'ith
patients
2.1Rapport is established to ensure the service is appropriate to
and in the best interests of patients.
2.2"ffective listening s(ills are used to ensure a high level of
effective communication and &uality of service.
2. 3atient concerns and needs are correctly identified and
responded to responsibility and accordingly established
procedures and guidelines.
2., "ffectiveness of interpersonal interaction is consistently
monitored and evaluated to ensure best patient service
outcomes.
. .ct in a respectful
manner at all times
.1 Respect for differences is positively* actively and
consistently demonstrated in all 'or(.
.2 #onfidentialit! and privacy of patients is maintained.
. Courtesy is demonstrated in all interactions 'ith patients*
visitors* carers and family.
., .ssistance 'ith the care of patients 'ith challenging
behaviors is provided in accordance 'ith established
procedures.
.6 Techni&ues are used to manage and minimiBe aggression.
ELEMENT
,. "valuate o'n 'or( to
maintain a high
standard of patient
service
8.2.dvice and assistance is received or sought from appropriate
sources on o'n performance.
,.2 1'n 'or( is adDusted* incorporating recommendations that
address performance issues* to maintain the agreed standard
of patient support.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. 3atients This may include but not limited to:
1.1 3atients
1.2 3rospective patients to the service4s
1. 3atient may be in contact 'ith the institution through
appropriate health care personnel and professionals or other
advocates or agencies
2. 1thers 'ith 'hom
interaction is re&uired
in regard to patient
services
2.1 1ther staff and team members
2.2 #ervice units or departments
2. 2amily members* carers and friends of patients
2., 3rofessional representatives or agents of patients such as:
- =edical specialists
- -urses
- #ocial 'or(ers
- !ietitians
- Therapists
- .llied health professionals
- @olunteers
- Teachers and4or spiritual
- Community
2.6 Ceneral 3ublic
. Communication .1 "nglish4Tagalog4@ernacular
.2 #ign language
. Through an interpreter
., Community language as re&uired by the service4organiBation
,. =odes of
communication
,.1 Continuing interaction 'ith patients and clients
,.2 @erbal conversations either in person or via telephone
,. 9ritten notes by post or electronic media
,., 9or(er* family member friend or professional interpreter 'ho
has relevant languages
6. Respect for
difference
6.1 3hysical
6.2 Cognitive4mental or intellectual issues that may impact on
communication
VARIA5LE RANGE
6. Cultural and ethnic
6., Religious4spiritual
6.6 #ocial
6.8 .ge
6.: 0anguage literacy and numeracy abilities
6.; #eAuality and seAual preference
8. Confidentiality and
privacy of patients
8.1 2ees
8.2 <ealth fund entitlements
8. 9elfare entitlements
8., 3ayment methods and records
8.6 3ublic environments
8.8 0egal and ethical re&uirements
8.: 9riting details (i.e. medical and consent forms)
8.; Conversations on the telephone
8.> #ecure location for 'ritten records
8.17 1ffering a private location for discussions
8.11 )nformation disclosed to an appropriate person consistent 'ith
one+s level of responsibility
:. 3erformance
monitoring
:.1 #elf%monitoring
:.2 #upervisor assessment
:. 3atient feedbac(
EVIDENCE GUIDE
competency
1.1 Communicated appropriately 'ith patients
1.2 <andled complaints and resolved conflict* or referred matters
to supervisors 'hen re&uired.
1. Complied 'ith relevant policies* protocols* guidelines and
procedures of the organiBation.
1., "stablished and maintained good interpersonal relationship
'ith patients
1.6 !emonstrated courtesy in all interactions 'ith patients* their
visitors and family.
2. 5nderpinning
(no'ledge and
attitudes
2.1 Roles and responsibilities of self and other 'or(ers 'ithin the
organiBation
2.2 9hen client4patient issues need to be referred to an
appropriate health professional
2. 1rganiBational policies and procedures for privacy and
confidentiality of information provided by patients and others
2., Fno'ledge of cultures relevant to the particular service
2.6 )nstitutional policy on patient rights and responsibilities
. 5nderpinning s(ills .1 "stablishing and maintaining relationships ta(ing into account
individual differences
.2 5sing effective listening techni&ues
. 5sing appropriate verbal and non verbal communication
styles
., .bility to interpret and follo' the instructions and guidance of
health professionals involved 'ith the care of patients4clients
.6 1ral and 'ritten communication
.8 3roblem solving s(ills re&uired include the ability to use
available resources and prioritiBe 'or(load
.: .bility to deal 'ith conflict
.; .bility to 'or( 'ith others and display empathy 'ith patient and
relatives
,. Resource
implications
,.1 .ccess to relevant 'or(place or appropriately simulated
environment 'here assessment can ta(e place.
,.2Relevant government and organiBational policy* guidelines*
procedures and protocols.
,. .ny relevant legislation in relation to service delivery.
6. =ethod of
assessment
6.2 )ntervie'
6. Third 3arty Report
8. ConteAt of
assessment
8.1 .ssessment may be done in a simulated 'or(place setting.
CORE COMPETENCIES
5-)T 12 C1=3"T"-C? : PROVIDE CARE AND SUPPORT TO IN4ANTS AND TODDLERS
5-)T C1!" : HCS727792
provide care and support to infants and toddlers ages from birth to
three years.
ELEMENT
1. Comfort infants and
toddlers
1.1Tools and e%uipment are prepared according to the need of the
infant4toddler.
1.2.istressed infants and toddlers are responded to based on
appropriate methods* activit! and non)verbal cues.
1.)nfants and toddlers are pic(ed up and cuddled according to
procedure.
2. /athe and dress
infants and toddlers
2.1)nfants and toddlers+ vital signs are chec(ed based on
procedure.
2.2. 9ater &uantity and temperature are chec(ed as per
re&uirement.
2.)nfants and toddlers are bathed according to procedure.
2.,#omforters are made available to infant and toddler 'hen
needed.
. 2eed infants and
toddlers
.1)nfants and toddlers+ feeding bottles are cleaned and steriliBed as
needed.
.2=il( formula is prepared as prescribed.
,. 3ut infants and
toddlers to sleep
,.1)nfants and toddlers+ crib is prepared based on procedure.
,.2)nfants and toddlers are put to sleep based on procedure.
6. "nhance social*
physical* intellectual*
creative and
emotional activities of
infants and toddlers
6.1)nfants and toddlers are eAposed to family members* relatives
and playmates for communication and interaction purposes.
6.2)nfants4toddlers are provided 'ith manipulative or creative toys
and games as needed.
6.)nfants4toddlers are given eAercise activities as re&uired.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Tools and "&uipment 1.1)nfants crib4bed
1.2/lan(et4comforters
1.)nfant carrier
1.,#troller
1.6/assinet
1.8/athing paraphernalia (e.g. /aby bath tub* baby toiletries* to'el*
etc.)
1.:/aby+s 0ayettes
1.;2eeding bottles 'ith cap* ring and nipple
1.>Thermometer
1.17 Thermometer Tray
1.11 #teriliBer
1.12 )nfant+s4Toddler+s 2ormula
1.1 /ibs
1.1, -ursery Rhymes
1.16 Toys for the Crib (=obile)
1.18 )nfants4Toddlers Toys
1.1: #tory /oo(s
2. .ppropriate method
or .ctivities
2.1)mitating babies+ vocaliBations
2.2Tal(ing
2.#inging
2.,0aughing
2.6Rhymes
2.82inger Cames
2.:<olding
2.;!ancing
2.>Centle /ouncing
2.17 #ubstituting .ctivities
2.11 3laying
2.12 !istraction to an activity
2.1 Cuddles* comfort
2.1, 0istening* tal(ing 'ith the infant or toddler &uietly
2.16 5se of transition obDect
. )nfants4toddlers may
sho' distress by:
.1Crying
.2.ppearing 'ithdra'n
.#&uirming
.,0ac( of eye contact
.6#leeping difficulties
.8 9hining
VARIA5LE RANGE
.: -ot playing or not playing creatively
.; Repetitive display of trauma
.> .ggression
.17 Regression
.11 #peech difficulties (e.g. #tuttering)
.12 Toilet training difficulties
.1 -ervous tics (e.g. Cough)
.1, <unger
.16 Tiredness
.18 !iscomfort
.1: 2ear
.1; .nAiety
.1> /oredom
.27 Clinging behavior
,. -on @erbal Cues ,.1 Cues to indicate distress
,.2 Response to an interesting activity
,. #miling
,., Cues that eApress a desire to engage in an activity of interaction
6. Comforters 6.1 #pecial toys
6.2 /lan(ets
6. !ummies
EVIDENCE GUIDE
competency
1.1 Responded to distressed infants and toddlers in a relaAed and
calm manner.
1.2 Too( vital signs* bathed and dressed4undressed infant4toddler.
1.3 3repared mil( formula and fed infant as prescribed.
1.4 Cleaned and steriliBed feeding bottles.
1.5 3ut infants4toddlers to sleep.
1.6 "nhanced social* physical* intellectual* creative and emotional
activities of the infant4toddler.
1.7 !emonstrated the ability to assess infants4toddlers+ needs
appropriately.
2. 5nderpinning
(no'ledge and
attitudes
2.1The !ependent -ature of )nfants4Toddlers
2.2/athing 3araphernalia and ; Types* 5ses* #pecification
2.3rocedures in Ta(ing @ital #igns
2.,/asic )nfant Care
2.63rocedures in /athing and !ressing45ndressing of infants
2.8)nfant !iet
2.:3rocedures in 2eeding
2.;Types and 5ses of Clothes and 5nder'ear
2.>#pecifications and 5ses of -on%#lip Rubber =at
2.17 <and 9ashing 3rocedures
2.11 #pecifications of !ifferent Types of Thermometer
2.12 Table "ti&uette
2.1 #igns of )nfants4Toddlers !istress
. 5nderpinning s(ills .1Communication #(ills ( listening* spea(ing* verbal and non%
verbal)
.2"mpathy
.)nterpersonal #(ills
.,Creative #(ills
.6.bility to establish bonding 'ith infant4toddler
.8/asic =easurement
,. Resource
implications
,.1 . childcare 'or(place
,.2 2acilities* e&uipment and materials relevant to the unit of
competency
6. =ethod of
assessment
6.2 )ntervie'
8. ConteAt of
assessment
8.1 Competency may be assessed in the 'or(place or in a
simulated 'or( setting.
5-)T 12 C1=3"T"-C? : PROVIDE CARE AND SUPPORT TO CHILDREN
5-)T C1!" : HCS727792
provide care and support to children bet'een three () years old
and t'elve (12) years old.
ELEMENT
1. )nstill personal
hygiene practices to
children
1.1<ygiene practices are eAplained clearly to children based on
established procedures.
1.23ersonal hygiene procedure is demonstrated to children based
on health and safety procedures.
1.Children paraphernalia are maintained based on healthy
procedures.
2. /athe and dress
children
2.1Children+s vital signs are chec(ed before bathing based on
procedures.
2.2/athing paraphernalia are prepared as per procedure.
2./ath 'ater &uantity and temperature are chec(ed based on
health re&uirements of the child.
2.,Children are assisted in dressing up according to prevailing
'eather condition
2.6Children+s preferences and decisions are ac(no'ledged*
respected and follo'ed 'henever appropriate and possible
2.8Children 'ith difficult behavior in bathing are dealt 'ith
appropriately as per procedure.
. 2eed children .1 /utritional re%uirements of children are determined
according to their developmental stage.
.2 0enu is prepared in accordance 'ith children+s nutritional and
cultural re%uirements.
. +ppetizing food and drin( are prepared and served
sufficiently and appropriately according to the child+s health
needs and preferences.
., Children are fed follo'ing healthy procedures.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Children+s
paraphernalia
1.1/athing paraphernalia and toiletries
1.2!iaper
1.Clothes
1.,Crooming Fit (baby hairbrush* comb* nail scissors)
1.61ral <ygiene (toothbrush* toothpaste)
1.82eeding 5tensils
1.:/ibs
1.;<igh Chair4/ooster #eat43ortable #eat
1.>Thermometer
1.17 Thermometer Tray
2. -utritional
re&uirements
2.1-utritious food
2.2/alance !iet
2.Relevant nutritional needs according to age level
. =enu .1 /rea(fast
.2 0unch
. !inner
., #nac(s
,. Cultural re&uirements ,.1=eal patterns over a day
,.2!rin(s provided
,.2oods used
,.,<ot or cold meals
,.6#pices and flavorings used
,.8)nclusion of s'eets
6. .ppetiBing food 6.1 Color
6.2 #hape
6. TeAture
6., @ariety
8. <ealth needs of
children
8.1 =edical advice and diet
8.2 .llergies to certain foods
:. 2ood and drin(
preferences
:.1 Culture
:.2 !ietary Re&uirements
:. Religion
:., .ge
:.6 2amily 3atterns
:.8 )ndividual Tastes
:.: #tage of the !ay
EVIDENCE GUIDE
competency
.ssessment may re&uires evidence that the candidate:
1.1!emonstrated ability to prepare nutritious foods suitable for
children.
1.2)nstilled personal hygiene practices to children.
1.Too( vital signs before bathing the child.
1., !emonstrated feeding procedures.
2. 5nderpinning
(no'ledge and
attitudes
2.1 /athing and !ressing45ndressing 3rocedures
2.2 3rocedures of 2eeding Children
2. 3rocedures in Ta(ing @ital #igns
2., 3roper <ealth Care of Children
2.6 <and 9ashing 3rocedures
2.8 Table "ti&uette
2.: Cood Crooming
2.; -utritional -eeds of Children
2.> 2at Contents of 2oods
2.17 !ietary Re&uirements for )nfants
2.11 Cultural 3ractices and /eliefs about 2ood 3rovision
2.12 )mpact of 2oods and !rin(s on !ental <ealth
2.1 #torage of 2ood G Temperatures
2.1, 2ood 3reparation and Coo(ing
. 5nderpinning s(ills .1 Coo(ing and 3reparing 2ood
.2 =enu 3lanning
. /asic =easurements
,. Resource
implications
,.2 2acilities* e&uipment and materials relevant to the unit of
competency
6. =ethod of
assessment
6.1!emonstration 'ith &uestioning
6.2)ntervie'
8. ConteAt of
assessment
5-)T 12 C1=3"T"-C? : 4OSTER THE SOCIAL, INTELLECTUAL, CREATIVE AND
EMOTIONAL DEVELOPMENT O4 CHILDREN
5-)T C1!" : HCS727797
foster the social* intellectual* creative and emotional development of
children from 1%12 years old.
ELEMENT
1. 2oster children+s
independence and
autonomy

1.1 *pportunities to develop self help s(ills and independence
are provided as needed.
1.2 Children are given opportunities to ma(e choice in appropriate
'ays ta(ing into consideration their individual differences1
1. Children are encouraged to accept responsibility for their o'n
actions.
1., 1pportunities are created for children to participate in decision
ma(ing.
2. "ncourage children to
eApress their feelings*
ideas and needs
2.1 Children are encouraged to eApress their feelings* ideas and
needs based on social norm.
2.2 Children are provided 'ith activities as means of releasing
their feelings according to their interests and needs.
2. Children are encouraged to respect each other+s individual
needs* abilities and interest.
. #timulate children+s
a'areness and
creativity
.1 Children are encouraged to eApress their imagination and
creativity based developmental needs.
.2 Children are provided 'ith activities that 'ould support
a'areness of the range of movements of their o'n body
based on developmental needs.
. =aterials and eAperiences are provided that 'ould stimulate
their various senses based on their interests.
., "Aperiences that develop and enhance imagination and
creativity are provided based on their interests.
,. 2oster children+s self
esteem and
development of self
concept
,.11pportunities are provided for children to eAperience their
individual strengths and needs.
,.2 .c(no'ledgement and positive support are given based on child
eAperience negative feeling (frustration* aggression*
depression* fear and anAiety).
,. .ctivities that present a challenge 'ithin the child+s needs and
capabilities are provided based on developmental stage.
,., )ndividual differences are ac(no'ledged and respected based
on child+s development stage.
,.6 Children+s achievements are ac(no'ledged and appreciated
based on preference.
,.8 Children+s positive self%'orth and self esteem are enhanced.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. 1pportunities 1.1#ocio dramatic play
1.2=ovement
1.0istening to music
1., .rt eAperiences including day and finger painting
2. )ndividual differences 2.1 .ge
2.2 Cender
2. 2amily bac(ground and lifestyle
2., .bilities and disabilities
2.6 #tyle of social interaction
2.8 .ppearance
2.: Cultural beliefs and practices
2.; Temperament
2.> )nterests
2.17 3eer group acceptance* membership or isolation
. Children+s activities Children+s activities are carried out 'ith the use of the follo'ing:
.13laypen 'ith approAimate toys according to age group (cradle
toys* obDects to eAplore by mouth* s'inging toys* rattles* toys
to po(e* s&ueeBe and push along
.2.udio @isual "&uipment (radio cassette* T@)
.Coloring /oo(s
.,Crayons
.63encils
.83eg /oards
.:/eads to #tring
.;Construction #ets
.>#cissors
.17 3aper
.11 Color
.12 3aint4#hort 2at 3aint /rushes
.1 3lay !ough
.1, .ctivity Fit
.16 3uBBles
.18 /oo(s
.1: =anual
EVIDENCE GUIDE
competency
1.1 !emonstrated ability to evaluate the emotional and
psychological stage of the child and to plan activities 'hich 'ill
enhance their development
1.2 !emonstrated ability to assist children to be creative through
providing a stimulating and challenging environment* ta(ing
into account child+s age* development* culture and abilities
1. !emonstrated ability to engage children in a range of
developmental opportunities 'hich are matched to their
developmental stage and specific needs
2. 5nderpinning
(no'ledge and
attitudes
2.1 3sychology of Children
2.2 Cultural .'areness
2. 3rocesses for Creative and .rtistic "Apression
2., Children !evelopmental #tages
2.6 5nderstanding of Children+s 3hysical and #(ills !evelopment
2.8 Children+s -eeds* )nterests and 3roblems
. 5nderpinning s(ills .1 3lanning
.2 )nterpersonal #(ills
. =otivational #(ills
,. Resource
implications
,. . childcare 'or(place
,., 2acilities* e&uipment and materials relevant to the unit of
competency
6. =ethod of
assessment
6.2 )ntervie'
8. ConteAt of
assessment
5-)T 12 C1=3"T"-C? : 4OSTER PHYSICAL DEVELOPMENT O4 CHILDREN
5-)T C1!" : HCS727798
foster specific physical development of children from 1%12 years old.
ELEMENT
1. "nhance physical
activities of
children
1.1 Children are provided 'ith tools and e%uipment based on
physical development needs.
1.2 Children are given eAercise or activities based on needs.
2. Create opportunities
for children to
develop a 'ider
range of physical
development
2.1 Children are provided opportunities to develop their ph!sical
skills based on development needs.
2.2 Children are given the opportunities to develop themselves
physically in accordance 'ith resources available.
2. "&uipment and tools are made available based on needs.
2., *pportunities for ph!sical development are provided based
on child+s stage of gro'th and development.
2.6 Children are monitored and encouraged to develop healthy
sleeping patterns and practices based on physical needs.
,. 3rovide eAperience to
support physical
development of
children
,.1 "Aperiences are provided 'hich 'ill develop and enhance
ph!sical fitness1
,.2 "ncouragement is given to children to learn to develop habit
forming physical activities
,. 9ays and means for the child to participate in physical fitness
are communicated* modeled and practiced
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Tools and e&uipment 1.1 3laypen 'ith approAimate toys according to age group (cradle
toys* obDects to eAplore by mouth* s'inging toys* rattles* toys
to po(e* s&ueeBe and push along
1.2 .udio @isual "&uipment (radio cassette* T@)
1. Coloring /oo(s
1., Crayons
1.6 3encils
1.8 3eg /oards
1.: /eads to #tring
1.; Construction #ets
1.> #cissors
1.17 3aper
1.11 Color
1.12 3aint4#hort 2at 3aint /rushes
1.1 3lay !ough
1.1, .ctivity Fit
1.16 3uBBles
1.18 /oo(s
1.1: =anual
2. 1pportunities to
support children+s
development 'ill vary
according to a
number of factors
such as:
2.1 Child49or(er Ratios
2.2 3hysical "nvironment G Constraints J 3otential
2. 3urpose of the #ervice
2., The amount and type of support from parents and participation
by parents
2.6 The level of support available to the service from eAternal bodies
e.g. advice specialist services* resource 'or(ers
2.8 The fre&uency and regularity of use of the service by the child
2.: .ge of the Child
. 3hysical s(ills .1 #(ills in motor areas G fine and gross motor
.2 !eAterity
. "ye G <and Coordination
., /alance
.6 0ocomotion
.8 Coordination
,. 1pportunities to
develop physical
fitness s(ills may
include:
,.1 .ctive Cames
,.2 #ports
,. "Aercises
,., #etting up venue4environment
,.6 Range of environments and e&uipment
,.8 #ocio dramatic play
,.:3lay 'ith construction materials
,.;.rt activities
6. 1pportunities to
develop relevant
physical s(ills 'ill
vary according to the
age4disability of the
child %
6.1 2or infants
6.1.1 "&uipment and toys such as cradle toys* obDects to
eAplore by mouth* s'inging toys* rattles* toys to po(e*
s&ueeBe and push along
6.2 2or Toddlers
6.2.1 1pportunities provided to practice ne' s(ills of 'al(ing*
climbing* balancing and pushing and pulling 'heeled
toys
6. 2or to 6 years old
VARIA5LE RANGE
6..1 1pportunities to develop fine motor s(ills such as
puBBles* peg boards* beads to string* construction sets*
crayons* brushes* scissors
6..2 1pportunities to practice large muscle s(ills such as
running* Dumping* catching a ball etc.
6., 2or 8 to 12 years old
6.,.1 1pportunities for development of balance* s(illed
climbing* riding* s(ating opportunities to develop s(ills
in running (ic(ing* catching* s(ipping* thro'ing* 'riting*
dra'ing* gluing etc.
8. 1pportunities
provided to develop
s(ills may be needed
to adapt to factors
such as:

8.1 )ndoor and 1utdoor 2acilities
8.2 "nvironment
8. @enue40ocation
8., Type of #ervice
8.6 9or(ers o'n physical capabilities
8.8 The desire for children to set up e&uipment themselves
8.: #afety considerations
8.; 3eer group pressure
:. .dvice may be
sought from:

:.1 3hysiotherapist
:.2 1ccupational Therapist
:. 1ther #taff
:., 3arents
EVIDENCE GUIDE
competency
1.1 !emonstrated ability to engage children in a range of
developmental opportunities 'hich are matched to their
developmental stage and specific needs
2. 5nderpinning
(no'ledge and
attitudes
2.1 Fno'ledge and understanding of children+s physical
development and s(ill development
2.2 .cceptance of each child+s rate of development* needs* interests
and strengths
2. "Aperiences that 'ill target specific areas of physical
development
2., -eeds of children 'ith a sensory4physical disability
2.6 "&uipment* toys and resources that can be used to stimulate
physical development
2.8 Fno'ledge of interaction bet'een physical development and
other areas of development G especially social and
psychological development
2.: Relevant organiBational standards* policies and procedures
. 5nderpinning #(ills .1 3lanning
.2 )nterpersonal #(ills
. =otivational #(ills
,. Resource
implications
,.22acilities* e&uipment and materials relevant to the unit of
competency
6. =ethod of
assessment
6.1 )ntervie'4oral &uestioning
8. ConteAt of
assessment
8.1 Competency may be assessed either in the 'or(place or in a
simulated 'or(place setting.
5-)T 12 C1=3"T"-C? : PROVIDE CARE AND SERVICES TO ELDERLY
5-)T C1!" : HCS72779:
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes re&uired in
providing support and assistance to maintain &uality care for the
elderly to meet his4her daily needs including nourishment* mobility*
personal hygiene and other support 'ithin the plan of care.
ELEMENT
1. "stablish and
maintain an
appropriate
relationship 'ith the
elderly
1.1#elf introduction by the caregiver to the elderly client is done
based on established procedures.
1.2.ppropriate attitudes such as confidentiality* privacy* courtesy
and respect are adhered to and demonstrated to'ards the
elderly based on established procedures.
1. The elderly+s o'n interest* rights* freedom and decision%ma(ing
are supported and respected based on established
procedures.
1.,hort interpersonal exchanges 'ith the elderly in establishing*
developing and maintaining rapport are encouraged.
2. 3rovide appropriate
support to the elderly
2.1 .ll support is provided to the elderly in accordance 'ith the
elderl!-s needs2 rights* self determination and individual
differences1
2.2 The elderly is encouraged and supported to participate in
ceremonial* cultural* educational* recreational* religious*
social* and spiritual activities as appropriately planned.
2. +ssistance is provided at all times in order to maintain a safe
and healthy environment* including minimiBing physical
dangers and ris( of infections based on established
procedures.
2., 3roper response to situations of ris(s to health and safety is
provided and maintained based on established procedures.
. 3rovide assistance
'ith elderly+s
personal care needs
.1 3ersonal preferences are identified in consultation 'ith the
elderly and a plan for eAecution is mapped out based on
.2 The elderly is supported and encouraged in eAercising their
rights and personal preferences 'ithout compromising their
safety and those of others and in accordance 'ith established
procedures.
. #hort interpersonal eAchanges* clarifying meaning and
maintaining interaction to identify the elderly+s preferences are
conducted based on established procedures.
., Time is scheduled to effectively listen to the elderly+s
preferences to maximize his/her well being.
,. 3rovide assistance ,.1 The elderl!-s personal care needs (aids to daily living) are
ELEMENT
'ith the elderly+s
personal care needs
identified and assistance provided.
,.2 #pecific concerns and difficulties in meeting some personal
care needs are identified* clarified and modified 'ith the
elderly in order to effectively address such concerns and
problem needs.
,.+ssistive devices for providing assistance for the elderly are
identified and used as appropriate.
,.,1rganiBational policies and practices for reporting are follo'ed
as appropriate.
,.6The elderly+s self esteem and confidence are enhanced.
,.83rovisions for interaction bet'een the elderly and the community
are researched and developed.
,.:!evelopmental and progressing personal care needs are
identified* ac(no'ledged and provided for as appropriate.
,.;"mpathy is demonstrated in supporting and caring for the
elderly+s feelings of grief and loss.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. "lderly rights may be
detailed in:
1.1 #ervice4outcomes standards documents
1.2 0egislation
1. 1rganiBational policies and practices
2. #hort interpersonal
eAchanges
2.1 Chatting in friendly manner
2.2 )n&uiring about the elderly+s health
2. #hort casual eAchanges
2., "ffective communication
2.6 !ialogue
2.8 $uestion and ans'er4intervie' techni&ues
. -eeds of the elderly .1 3hysical* seAual
.2 2inancial
. <ousehold assistance and maintenance
., Religious
.6 Cultural
.8 #piritual
.: Recreational
.; #ocial and emotional
.> )ntellectual
,. 2actors contributing
to individual
difference
,.1 Culture
,.2 .ge
,. "conomic
,., #ocial
,.6 Cender
,.8 3hysical
,.: )ntellectual
,.; 0anguage
,.> #piritual
,.17 =arital #tatus
6. .ssistance 6.1 3roviding information and advice
6.2 .ccompanying or providing specific services
6. "ncouragement and support for decisions and actions
6., Companionship
8. =aAimum 'ell being 8.1 )ndependent living
8.2 1bservation of o'n customs and cultural practices coming
and going from environment 'ith safety
8. /elonging to social groups
8., 2re&uent visits to and from family* relatives and friends
8.6 Companionship
8.8 "fficient care from caregiver
:. 3ersonal care needs :.1 !aily living including:
:.1.1 =aintaining personal safety
:.1.2 Communication (speech* 'riting* non%verbal
communication)
:.1. "ating and drin(ing
:.1., "liminating
:.1.6 /reathing
:.1.8 =obiliBing and transferring (moving from place to place
and position to position)
:.1.: .ttending to personal hygiene (bathing* laundering
personal linen)
:.1.; !ressing and undressing
TR Caregiving -C )) %1:%
VARIA5LE RANGE
:.1.> .ttending to o'n spiritual needs
:.1.17 Crooming and eApressing seAuality
:.1.11 Toileting
:.1.12 Feeping appointments (!octors* !entists* /an(ers*
0a'yers)
:.1.1 #3)C" (#pice* 3hysical* )ntellectual* Creative and
"motional) activities
:.2 !aily Routine
:.2.1 .ccessing education and employment
:.2.2 .ccessing financial resources and allo'ances
:.2. 3aying bills and regular outgoings
:.2., #hopping
:.2.6 3reparing meals
:.2.8 Climbing stairs
:.2.: =aintaining household (cleaning* laundry* dKcor* repair)
:.2.; Traveling by private and public transport
:.2.> )nteracting 'ith others and socialiBing
:.2.17 .ccessing leisure* recreational and sporting activities
:. .ssisting 'ith self%administration of medication according to:
:..1 1rganiBational practice and policy
:..2 Covernment regulation* policy and legislation
:.. )nstructions from the elderly* their trustees* medical
team and significant others
:., 3hysical comfort and rest
:.,.1 .ppropriate rest
:.,.2 3roper clothing
:.,. 2it dentures
:.,., .ids ('heelchairs* braces* 'al(er* reading glasses)
:.,.6 Comfortable bed and chair
:.6 3rivacy
:.8 Confidentiality
:.: To be treated in a dignified* safe and comfortable manner
:.; To eApress success* satisfied or o'n feelings
;. .ssistive !evices ;.1 9heelchair
;.2 9al(er
;. Cane
;., Crutches
;.6 3arallel /ars
;.8 2eeding 5tensils
;.: <andrails
;.> Commode
;.17 Reading =aterials
>. .ppropriate
communication and
relationship building
processes
>.1 Courtesy
>.2 "mpathy
>. -on Dudgmental manner
>., 0istening
>.6 Treating the elderly person as an individual
>.8 Respect for difference
>.8.1 Cultural
>.8.2 3hysical
>.8. "motional
>.8., /eliefs
>.8.6 Customs
TR Caregiving -C )) %1;%
VARIA5LE RANGE
>.8.8 @alues
>.8.: Religions
17 .ssistance may vary
according to:
17.1 The ability of the 'or(er
17.2 =ental 'ell being
17. 3hysical 'ell being
17., #ocial 'ell being
17.6 "motional 'ell being
17.8 Creative 'ell being
11. 2actual information
to identify the
elderly+s preferences
may be gathered by:
11.1 .s(ing &uestions
11.2 1bserving the elderly
11. .s(ing for clarification from the elderly
11., .s(ing other significant people such as relatives* friends* staff
11.6 0istening for relevant information concerning the elderly+s
preferences
11.8 1ffering choices and suggestions
11.: Consulting professionals+ opinions and suggestions for the
elderly to consider
12. .ssistance may vary
according to:
12.1 The ability of the 'or(er
12.2 =ental 'ell being
12. 3hysical 'ell being
12., #ocial 'ell being
12.6 "motional 'ell being
12.8 Creative 'ell being
1. 3rocesses and aides
may include:
1.1 =eals on 'heels
1.2 .ll e&uipment and aids
1. Transport services
1., .round the cloc( caregiver
1.6 1ccasional caregiver
1.8 #enior lodges accommodation
1.: Trips to or visits from medical team
1,. Reporting may
include:
1,.1 Changes in appearance and behavior in accordance 'ith
reporting instructions
1,.2 =edicine chart
1,. 1bservation log boo(
1,., )ncident and .ccident Reports
16. Reporting may be to: 16.1 #upervisors
16.2 Colleagues
16. <ealth 'or(ers
16., .dministrator
16.6 <ealth care services
16.8 "mergency services
16.: Community care
16.; #ocial services
16.> Relatives
18. Reporting may be
via:
18.1 Telephone
18.2 <and over reports
18. 2ace to face
18., 9ritten
TR Caregiving -C )) %1>%
VARIA5LE RANGE
1:. #ocial and personal
'ell being may
include:
1:.1 /eing independent
1:.2 =aintenance of personal contacts
1:. Control of financial affairs
1:., Coming and going from environment 'ithin safety
re&uirements
1:.6 1bservation of o'n customs and cultural practices
1:.8 "Aercising legal* social and other obligations and
responsibilities
1:.: Feeping and maintaining personal possessions
1:.; 3rivacy
1:.> .ccess and entitlement to respite and other services
1:.17 =aintaining community participation
1:.11 3articipation in programs and activities
1:.12 #haring (no'ledge and s(ills
1;. 9ell being may vary
according to:
1;.1 #ervice provision environment e.g. independent living*
residential care facility* day center
1;.2 <ealth #tatus
1;. 9or(er+s Role
1;., #3)C" #tatus
1>. 3rovision of aids
may include:
1>.1 Referral to advisory centers
1>.2 )nformation
27. #piritual needs may
include:
27.1 2ormal and informal religious observance
27.2 -eed for private time and space for contemplation
27. Ceremonial 1bservances
21. .ids may include: 21.1 =obility
21.2 <earing
21. #peech
21., @ision
22. The elderly+s self
esteem and
confidence may be
encouraged by:
22.1 .ssisting the elderly 'ith difficult tas(s
22.2 Clarifying and discussing the elderly+s abilities and disabilities
22. "ncouraging the elderly to try ne' activities
2. 3sychological needs 2.1 2reedom from undue stress
2.2 #elf%esteem
2. 3urpose
2., 3ersonal identity
2.6 0ife stage development

EVIDENCE GUIDE
competency
1.1 9or(ed 'ithin roles and responsibilities in a manner 'hich
accommodates and accepts individual differences of the
elderly
1.2 "stablished and maintained appropriate relationship 'ith the
elderly
1.2 3rovided appropriate support and assistance 'ith the elderly+s
personal care needs
1. 5nderstood and adhered to o'n roles and responsibilities
1., 5nderstood accountability and responsibility of supervisors and
colleagues
1.6 Consulted 'ith the elderly* including as(ing &uestions*
observing* listening and suggesting
1.8 RecogniBed and understood the elderly+s rights and personal
preferences including the ability to list the elderly+s
preferences.
1.: !emonstrated a non%Dudgmental attitude to the different
emotional* psychological and spiritual needs of the elderly in
all communications
2. 5nderpinning
Fno'ledge and
.ttitudes
2.1 Types* uses* specifications and maintenance of bathing
paraphernalia
2.2 3rocedures of bathing and dressing the elderly
2. 3roper care of elders
2., 3rinciples and procedures in ta(ing vital signs
2.6 Common signs and symptoms of common illnesses
2.8 3rinciples and procedures of medicine administration
2.: Relevant plan of care* roles and responsibilities of caregiver
,. Relevant policies* protocols and practices of the certain
organiBations in relation to services to the elderly
2.> 3rocess of ageing
2.17 !ifferent religious* cultural* spiritual* physical and ceremonial
perspectives
2.11 Causes* implications and treatment of dementia and other
elderly related conditions
2.12 !epending on the 'or(* roles or services provided* specific
(no'ledge of particular groups or issues may be re&uired li(e:
2.12.1 .lcohol and other drugs
2.12.2 Cultural and linguistics diversity
2.12. Ris( of self harm
2.12., 9omen
2.12.6 =en
2.12.8 Community education
2.12.: =ental health
2.1 Common problems of the elderly and their ramifications
2.1, !ifferent cultural re&uirements and preferences
2.16 2actors giving rise to grief and loss in the
elderly
2.18 #afety ris(s to the elderly
2.1: =aDor systems of the body
. 5nderpinning s(ills .1.bility to establish and maintain a relationship that ta(es into
account the elderly+s individual differences (e.g. age* abilities*
disabilities* cultural bac(ground)
.21ral communication s(ills (language s(ills) and non%verbal
communication s(ills (e.g. touch* smiling* etc.) necessary to
develop a trusting relationship 'ith an elderly. 0anguage s(ills
may be "nglish* mother language or technical language
(medical terms) as re&uired by employment service or
organiBation
.1ral communication s(ills (language competence) re&uired to
fulfill Dob roles as specified by the employment
organiBation4service. 1ral communication s(ills include as(ing
&uestions* clarifying understanding of the elderly+s preferences
and eApressing encouragement in oral communication.
#ervice4organiBation may re&uire competence in "nglish or
native language* as re&uired by the elderly.
., Reading and 'riting s(ill (literacy competence) re&uired to
fulfill Dob roles as specified by employment
organiBation4service. The level of s(ills may range from the
ability to 'rite short messages or a shopping list* to assist the
elderly 'ith ban(ing* reading of mail* ans'ering the phone*
receiving messages etc. the employment service4organiBation
may re&uire competence in a language other than "nglish*
depending on Dob re&uest
.6 /asic counseling
,. Resource
implications
The follo'ing resources MUST be provided
,.2 2acilities* e&uipment* supplies and materials relevant to the
unit of competency
6. =ethod of
assessment
6.2)ntervie'
8. ConteAt of
assessment
8.1Competency may be assessed in the 'or(place or in a simulated
'or( setting.
5-)T 12 C1=3"T"-C? : PROVIDE CARE AND SUPPORT TO PEOPLE ?ITH SPECIAL
NEEDS
5-)T C1!" : HCS72779*
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes re&uired in
providing support and assistance to maintain &uality care for people
'ith special needs to be able to enhance their abilities to
communicate and be independent; responding to the physical*
medical* health and safety* personal care and home maintenance
re&uirements of people 'ith disabilities.
ELEMENT
Italicized terms are elaborated in the Ran1e o% Va$iabes
1. "stablish and
maintain appropriate
relationship 'ith
people 'ith special
needs
1.1 .ll dealings 'ith people 'ith special needs are aimed at
generating a trusting relationship 'hich include protecting
confidentiality* privacy* individual choices and the right to
decision ma(ing.
1.2 Respect for individual differences is demonstrated in all
dealings 'ith people 'ith special needs.
1. #upport for the interests* rights and decision ma(ing of people
'ith special needs is demonstrated in all dealings.
1., 3eople 'ith special needs are actively encouraged and
supported to communicate ideas* feelings and preferences.
2. 3rovide appropriate
support to people
'ith special needs
2.1.ll support to people 'ith special needs are provided in
accordance 'ith their needs* rights and self determination.
2.2+ssistance is provided to people 'ith disabilities according to the
employment organiBation guidelines.
2.)nformation re&uired by people 'ith special needs are identified
and provided.
2.,Reactions and limitations regarding differences are recogniBed
and appropriate assistance is sought to ensure that the rights
of people 'ith special needs are upheld.
. .ssist in maintaining
'ell being of people
'ith special needs.
.13eople 'ith special needs are provided 'ith support in
maintaining a clean* safe and comfortable environment.
.2#ituations of ris( to health and safety are responded to in
accordance 'ith established and approved health and
safet! procedures.
.3eople 'ith special needs are actively encouraged to practice
self eApression.
.,Rights and responsibilities of people 'ith special needs are
discussed 'ith them professionally and in a non%threatening
and non%critical 'ays.
.6trategies are developed for people 'ith special needs to assert
self terms of accomplishments and achievements.
ELEMENT
Italicized terms are elaborated in the Ran1e o% Va$iabes
,. .ssist people 'ith
special needs to
identify and meet
their needs
,.1 The dignity* privacy and personal choice of people 'ith special
needs in relation to needs are upheld.
,.2 3eople 'ith special needs are assisted to identify* select and
prioritiBe their specified nursing needs.
,. 3eople 'ith special needs are assisted to identify* select*
prioritiBe and fulfill or implement their social* physical*
intellectual* creative and emotional activities.
,.,3eople 'ith special needs are assisted to select and develop
strategies to meet their re&uirements in order to achieve their
nursing needs.
6. .ssist people 'ith
special needs in
maintaining an
environment that
enables maAimum
independent living
6.1 The types* fre&uency and triggers of challenging behaviors of
a person 'ith special needs are identified* assessed and
researched.
6.2 #trategies for the prevention and management of
challenging behavior/s are planned and implemented
according to approved safety procedures.
6. 3eople 'ith special needs are encouraged and supported to
eApress self.
6., )ndependent thin(ing (such as decision* opinion and
preferences) by people 'ith special needs are encouraged
and supported.
6.6 #trategies that 'ould promote independence of people 'ith
special needs are developed and implemented.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Tools and e&uipment 1.1 /ed 'ith side rails
1.2 -ight 0ight
1. <andrails
1., .ssistive device ('heelchair* cane* 'al(er and crutches
1.6 Commode
1.8 2eeding 5tensils
1.: Cloc(
1.; Reading =aterials
1.> .ctivity Fit
2. )ndividual differences 2.1!aily living such as:
2.1.1 Culture
2.1.2 .ge
2.1. "conomic
2.1., #ocial
2.1.6 Cender
2.1.8 3hysical
2.1.: "motional
2.1.; )ntellectual
2.1.> 0anguage
2.2 Rights may be detailed in:
2.2.1 #ervice4outcomes standards
2.2.2 0egislation
2.2. 1rganiBational policies and practice
2. #upport 'ill be in the ConteAt for services offered including:
2..1 3ersonal support
2..2 "mployment support
2.. Community access
2.., .ccommodation support
2..6 0ifestyle support
. .ssistance .1 3roviding information
.2 .ssistance 'ith mobility or providing specific support such as
transport
. "ncouragement and support for decisions and and actions
., Ceneral household assistance and maintenance
,. !ifferences ,.1)ndividual (age* gender* ability* history* personal preferences)
,.2 Cultural
,. #piritual
,., #eAual preference
6. Rights 6.1 Choose for oneself
VARIA5LE RANGE
6.2 <ave meaningful 'or(
6. 3rivacy
6., !ignity
6.6 Confidentiality
6.8 #elf determination
6.: .ppropriate support
6.; #(ill development
6.> .dvocacy
6.17 /eing treated as a valued individual
6.11 2air treatment
6.12 Right to enter into a relationship
6.1 Right to eApress seAuality
8. Responsibilities

8.1 .ct 'ithin the la'
8.2 Treat others 'ith consideration and respect
8. .bide by family obligations
8., .bide by the policies and procedures of the services being used
:. 3ersonal needs may
include providing
assistance 'ith:
:.1!aily living including:
:.1.1 =aintaining personal safety
:.1.2Communication (speech* 'riting* non%
verbal communication)
:.1. "ating and drin(ing
:.1., "liminating
:.1.6 /reathing
:.1.8 =obiliBing and transferring (moving
from place to place and position to position)
:.1.: .ttending to personal hygiene (bath%
ing* laundering personal linen)
:.1.; !ressing and undressing
:.1.> .ttending o'n spiritual needs
:.1.17 Crooming and eApressing seAuality
:.2 3hysical4instrumental activities of daily living:
:.2.1 .ccessing education and employment
:.2.2 .ccessing financial resources and allo'ances
:.2. 3aying bills and regular outgoings
:.2., #hopping
:.2.6 3reparing meals
:.2.8 Climbing stairs
:.2.: =aintaining household (cleaning* laundry* dKcor*
repairs)
:.2.; Traveling by private and public transport
:.2.> )nteracting 'ith others and socialiBing
VARIA5LE RANGE
:.2.17 .ccessing leisure* recreational and sporting activities
:. .ssisting 'ith self%administration of medication according to:
:..1 1rganiBational practice and policy
:..2 Covernment regulation* policy and legislation
:., 3hysical comfort and rest
:.6 3ain management
:.8 =aAimiBation of independence and personal preferences
:.: "mpo'erment e.g. "nhancing of clients ability to
communicate* act independently and uphold rights and
responsibilities
;. #trategies to meet
needs
;.1Responding to re&uirements arising from differences
;.25tiliBing personal support e&uipment e.g. chair lifts* 'heelchairs*
hearing impaired phones* etc.
;. "nlisting specialist s(ills
>. #upport may be
provided:
>.1 )n the clients home
>.2 .t residential or other services
17.Relevant legislation
and policies on
health and safety
17.1 1ccupational health and safety
17.2 #tate health acts
17. ""1 legislation
17., 1rganiBational policies and guidelines
17.6 !aily living
17.8 =edications
17.: !ealing 'ith changes in physical or mental 'ell being
17.; 1ccupational <ealth and #afety
17.> #eAual <arassment
17.17 .buse prevention
11.3revention and
management of
challenging behavior
11.1 RecogniBing triggers and deflecting them
11.2 5sing active listening and observation s(ills
11. "nsuring effective communication
11., #ee(ing eApert assistance
EVIDENCE GUIDE
competency:
1.1"stablished and maintained appropriate relationship 'ith people
'ho have special needs
1.23rovided appropriate support to people 'ith special needs
1..ssisted in maintaining the 'ell being of people 'ith special
needs
1.,.ssisted people 'ith special needs to identify and meets their
needs
2. 5nderpinning
(no'ledge and
attitudes
2.1 Relevant organiBational policies and procedures and
responsibilities 'ithin it
2.2 Relevant policies* protocols and practices of the organiBation in
relation to o'n 'or( activities
2. /asic (no'ledge of different types of disabilities and their effects
on clients need
2., 5nderstanding of support re&uirements for people 'ith special
needs
2.6 !ifferent religious* cultural* spiritual* physical* specific (no'ledge
of particular groups or issues may be re&uired li(e the
follo'ing:
2.6.1 .lcohol and other drugs
2.6.2 Cultural and linguistic diversity
2.6. Ris( of self harm
2.6., 9omen
2.6.6 =en
2.6.8 Community education
2.6.: =ental health
2.8 1rganiBational philosophy and goals
2.: 0egislative provision in relation to the rights of people 'ith
disabilities
2.; /asic (no'ledge of human* social* psychological* cognitive
and physical development
,.,Role and responsibility of self and others in the organiBation
,.61rganiBation+s definition of challenging
behavior
,.8Relevant support e&uipment (and technologies)
and related occupational health and
safety re&uirements regarding their use
2.17 )mpact of particular types of disability
2.11 3rinciples of empo'erment4disempo'erment in relation to
people 'ith special needs
2.12 1ccupational health and safety guidelines
2.1 Cultural factors affecting people 'ith special needs
re&uirements
2.1, 5nderstanding of regulations and guidelines governing the
handling of medication
. 5nderpinning s(ills .1)nterpersonal s(ills appropriate to 'or( 'ith people 'ith special
needs
.21ral communication s(ills (language s(ills) necessary to develop
a trusting relationship 'ith people 'ith special needs.
0anguage may be "nglish or community language as re&uired
by service or organiBation
. Communication
., Team 'or(
.6 -egotiation
.8 5se of e&uipment
.: )nterpersonal communication
.; 1bservation as re&uired by Dob role
.> .ssessment as re&uired by Dob role
,. Resource
implications
,.1. child care 'or(place
,.22acilities* e&uipment* tools* supplies and materials relevant to the
unit of competency.
6. =ethod of
assessment
6.2)ntervie'
8. ConteAt of
assessment
5-)T 12 C1=3"T"-C? : MAINTAIN A HEALTHY AND SA4E ENVIRONMENT
5-)T C1!" : HCS72779(
maintain various aspects in home maintenance ta(ing into
consideration health and safety environment.
ELEMENT
1. =aintain a clean and
hygienic environment
1.1 #leaning occurs as an ongoing process as per regulations.
1.2 .ppropriate cleaning agents2 tools and e%uipment are used
in accordance 'ith established procedures.
1. )nfection control procedures are follo'ed according to
1., @entilation* lighting and heating4cooling are ade&uately
maintained.
1.6 3ersonal hygiene4health procedures are adhered to at all times.
1.8 /eds and beddings are cleaned to conform to health* hygiene
and safety re&uirements as relevant.
2. 3rovide a safe
environment
2.1 1rganiBational policies and procedures on safety are
implemented as re&uired.
2.2 "nvironment protection policy is implemented.
2. Tools* e&uipment* toys and games are appropriate to the age
of the child.
2., "&uipment is selected* chec(ed and maintained to ensure
safety.
2.6 The environment is set up to ensure safety of the client.
2.8 .rea is chec(ed for hazards and risks reduction strategies
are implemented
2.: 2ire eAits are (ept unobstructed
2.; .isposal of waste materials is conducted in a safe and
hygienic 'ay
2.> Cleaning materials are stored safely
. #upervise the safety
of clients
.1 Clients are supervised in accordance 'ith legal re%uirements
and regulations1
.2 Rules for safe pla! are eAplained* modeled and implemented.
. !irect contact 'ith individuals4group is maintained.
., $otential risks are identified and acted upon to
prevent4minimiBe ris(s.
., "azards and potential haBards in the environment are identified
and clients are informed accordingly.
.6 "mergencies and evacuation procedures are discussed and
practiced 'ith clients.
.8 #upervision is used as an opportunity to interact 'ith clients.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Tools and e&uipment 1.1 Cleaning materials (e.g. detergent soap* brush* broom* mop*
rags* glass 'iper)
1.2 @acuum Cleaner
1. 3lay area 'ith appropriate toys and padding
2. 0egal re&uirements
and regulations
regarding supervision
2.1 #taff4children ratios
2.2 /abies are never left unattended in the bath or on change table
. Cleaning .1 !isinfecting nappy change areas
.2 9ashing floor
. @acuuming
., !isinfecting toilet areas
,. !isposal of 'aste
materials
,.1 -appies
,.2 #oiled tissues4'ipes
,. .lternative =ethod for rest e.g. <ammoc(s
6. 1rganiBational
procedures
implemented for
safety
6.1 0egal4legislative re&uirements
6.2 1rganiBational policies regarding eAcursions
8. Chec(ing area for
haBards may include
chec(ing for:
8.1 -eedles4sharp implements in outdoor areas
8.2 .nimal droppings in outdoor areas
:. =aintaining direct
contact 'ith
child 'ill vary
according to:
:.1 Child+s age
:.2 Child+s level of independence4dependence
:. Child+s safety4ris( ta(ing behaviors
:., .ctivity child is involved in
:.6 .bility of child
;. Contact can include: ;.1 #ight
;.2 #ound
;. Class vie'ing 'indo's
;., 0ine of #ight
;.6 9ithin physical reach
>. 3otential ris( may be: >.1 /abies learning to eat solid foods
>.2 Children learning ne' s(ills such as 'al(ing* balancing
>. 3articular HcombinationsI of children playing together
>., /abies going to sleep 'ith a bottle
>.6 Ris( of dehydration on very hot days
>.8 #)!#
>.: 9hen children are attempting an activity that may be beyond
their previous ability
17.Rules for safe play 17.1 5se of e&uipment
17.2 <o' children play together
11.3roviding a safe
environment and ris(
reduction strategies
'ill vary according to
'hether the location
is:
11.1 . purpose designed and built center
11.2 -on purpose built center
11. . home
11., .ppropriate for the age range of children
12.<aBards may be
identified to children
in a range of 'ays:
12.1 @erbally
12.2 /y signs
12. /y symbols
VARIA5LE RANGE
1.Ris(
reduction4strategies
1.1 Cates on stairs
1.2 Covers on electrical soc(ets
1. Removal4loc(ing a'ay of dangerous substances
1., Close supervision of any children in (itchens
1.6 2ences and gates* loc(ing mechanisms
1.8 1ut of bounds areas
1.: @acuuming4s'eeping floors to remove small dangerous
obDects
1.; 3articularly close supervision in some areas
1.> 3lacing babies4infants to sleep in positions recommended for
prevention of #)!#
EVIDENCE GUIDE
competency
1.1 !emonstrated ability to provide a clean and safe environment for
children
1.2 1bserved personal hygiene4health procedures
1. )mplemented environment protection policy
1., "Aplained and implemented rules for safe play
1.6 )dentified potential ris(s and haBards and eAplained to clients
1.8 !iscussed and practiced 'ith clients the emergencies and
evacuation procedures.
2. 5nderpinning
(no'ledge and
attitudes
2.1 5p to date (no'ledge of regulations are understood
2.2 Regulations on safety* health and hygiene
2. 3otential haBards to children
2., <aBards of traffic for children
2.6 Ris( minimiBation strategies and ris( reduction strategies
2.8 The spread of infectious diseases and cross infection
2.: #trategies to minimiBe the spread of infectious diseases
2.; !evelopmental stage
2.> .ppropriate toys and e&uipment G safety and ris(s
2.17 0egal re&uirements for supervision including 'or(er and child
ratios
2.11 1rganiBational standards* policies and procedures
2.11 <aBards in the home environment
. 5nderpinning s(ills .1Ris( minimiBation strategies and ris( reduction strategies
.2#trategies to minimiBe the spread of infectious diseases
.)nterpersonal safe use of e&uipment and materials
,. Resource
implications
,.1. childcare 'or(place
,.22acilities* e&uipment* supplies and materials relevant to the unit
of competency
6. =ethod of
assessment
6.2)ntervie'
8. ConteAt of
assessment
8.1This unit could be assessed either in the 'or(place or in a
5-)T 12 C1=3"T"-C? : RESPOND TO EMERGENCY
5-)T C1!" : HCS72779;
respond to emergencies 'hich include various aspects of disease
control and prevention and emergency measures that can be
administered effectively.
ELEMENT
1. )mplement
procedures for
infection control and
prevention
1.1 "Aclusion guidelines for children and others suffering from an
infectious condition are follo'ed.
1.2 "!giene and health principles are implemented in care
practice.
1. )nfection control guidelines are follo'ed.
2. RecogniBe and
respond to signs of
potential illness
2.1 #igns of potential illness are reported.
2.2 =edical assistance is sought as necessary according to
policies and procedures.
2. Clients and relatives are informed as soon as possible.
2., Client is comforted and settled.
. Respond to
emergencies and
accidents
.1 The safety of self and others is ensured.
.2 )mmediate 2irst .id is provided as re&uired.
. #trategies to calm* reassure and comfort clients are
implemented.
., !etails of emergency are recorded and reported accurately.
.6 )nformation is provided to others according to established
policies.
.8 "mergencies and accidents are responded to according to the
established guidelines and legislative re&uirements.
,. .dminister
medication 'ithin
guidelines
,.1 =edication is administered according to organiBational policies
and legislative re&uirements.
,.2 0edication is stored according to re&uirements.
,. =edication is chec(ed for name* instructions and use by date.
8.2.ll administered medications are documented in accordance 'ith
re&uirements.
6. Respond to threats
and situations of
danger
6.1 Remove client from threat4danger or remove danger4threat from
client.
6.2 The level of immediate danger is assessed and the situation is
reported to an appropriate person.
6. .ppropriate emergency procedures are implemented to ensure
the safety of children and 'or(ers.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Tools and "&uipment 1.1 !ummies (baby and adult)
1.2 @ital signs (it (thermometer* /3)
1. /ed /oard
1., !isposable Cloves
1.6 Cleaning e&uipment
1.8 5tensils
1.: #oft toys
1.; 3rotective .prons
2. <ygiene and <ealth
3rinciples
2.1 <and 9ashing
2.2 5se of disposable gloves 'hen cleaning up body 'astes
2. Removal and disposal of infected articles
2., Cleaning e&uipment
2.6 !isposal of unused foods4mil(
2.8 Cleaning of utensils after use
2.: Regular disinfecting of soft toys
2.; Removal of body 'aste products (e.g. feces* urine* saliva* vomit)
and disinfection of affected area
2.> 5se protective aprons 'hen changing babies
2.17 !isinfection of nappy change areas after each use
. =edication Re&uirements for storage of medication may include but not limited
to the follo'ing:
,.10egislative guidelines
,.2 1rganiBation procedures
EVIDENCE GUIDE
competency
.ssessment re&uires evidence that the candidate
1.1!emonstrated ability to respond &uic(ly to emergencies and
implement correct procedures including administering first aid
1.2)mplemented procedures for infection control and prevention
1.RecogniBed and responded to signs of potential illness
1.,Responded to emergencies and accidents
1.6Responded to threats and situations of danger.
2. 5nderpinning
(no'ledge and
attitudes
2.1 !isease spread and transmission
2.2 Cuidelines for inspection control
2. )ndicators of child abuse
2., !ifferent types of child abuse
2.6 Child protection policy of service
2.8 #tate4territory re&uirements about responding to indications of
abuse and reporting process
2.: 1rganiBational standards* policies and procedures
. 5nderpinning s(ills .1 Common childhood illnesses G recognition* management
strategies
.2 9riting incident records
. =a(ing decision under pressure
,. Resource
implications
,.2 2acilities* e&uipment* supplies and materials relevant to the unit
of competency
8. =ethod of
assessment
8.2 )ntervie'
:. ConteAt of
assessment
:.1Competency may be assessed in the 'or(place or in a simulated
'or(place setting.
5-)T 12 C1=3"T"-C? : CLEAN LIVING ROOM, DINING ROOM, 5EDROOMS, TOILETS,
5ATHROOMS AND >ITCHEN
5-)T C1!" : HCS72779)
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills* and attitudes re&uired to
perform home management by providing clean* secure and safe
environment.
ELEMENT
1. Clean surfaces and
floors
1.1 .ppropriate removal/cleaning e%uipment2 supplies2
materials* procedures and techni&ues are used in accordance
'ith soil and litter types and established procedures.
1.2 .ll wastes are removed from surface based on procedures.
1. #uitable maintenance procedures is selected and applied based
on identified floor t!pes and surface textures1
1., Cleaning* polishing and s'eeping are performed according to
standard operating procedures.
1.6 Cleaning* polishing and s'eeping e&uipment* supplies and
materials are used follo'ing safety procedures and
manufacturer+s specifications.
1.8 Cleaning4polishing e&uipment are cleaned after use in
accordance 'ith relevant safety procedures and
manufacturer+s instructions.
1.: .ll cleaning* polishing* s'eeping materials and e&uipment are
stored as per standard operating procedures (#13s).
1.; Routine maintenance is carried out as per #13s.
2. Clean furnishing and
fiAtures
2.1,urnishings and fixtures are cleaned in accordance 'ith
2.22urniture positioned based on comfort and convenience and
room lay out.
2."&uipment is cleaned after use in accordance 'ith relevant safety
and manufacturer+s instructions.
2.,.ll cleaning materials and e&uipment are stored follo'ing #13s.
2.6Routine maintenance is carried out or arranged as per standard
operating procedures.
. =a(e up beds and
cots
.1 =attress is aired* freed from and vacuumed in accordance 'ith
#13s.
.2 #oiled linens an pillo'cases are replaced in accordance 'ith
#13s.
. 0inens are centered and mitered 'hen replaced as per #13s.
., /eds and cots are made%up according to prescribed
procedure.
,. Clean toilet and
bathroom
,.1 #eilings and walls are cleaned in accordance 'ith standard
operating procedures and techni&ues.
,.2 9indo' edges and sills are 'iped clean in accordance 'ith
,. /ath tub* lavatory and toilet bo'ls are scrubbed and disinfected
in accordance 'ith standard operating procedures and
techni&ues.
,., .ccessories are 'ashed and cleaned in accordance 'ith
standard operating procedures and techni&ues.
,.6 3athroom supplies are replenished and defective accessories
replaced as per #13s.
ELEMENT
,.8 "&uipment is cleaned after use in accordance 'ith
manufacturer+s instruction.
,.: .ll cleaning materials and e&uipment are stored in a safe place
as per #13s.
,.; Routine maintenance is carried out or arranged as per standard
6. #anitiBe rooms

6.1 anitizing agents are 177L accurately measured and miAed in
accordance 'ith relevant safety regulations.
6.2 "Acess miAtures of sanitiBing agents are disposed according to
environmental re&uirements.
6. Rooms are sanitiBed in accordance 'ith standard operating
procedures.
6., "&uipment is cleaned after use in accordance 'ith
6.6 .ll cleaning materials and e&uipment are stored in a safe place
as per #13s.
6.8 Routine maintenance is carried out or arranged as per standard
8. =aintain clean room
environment
8.1 .ll e&uipment and cleaning paraphernalia are chec(ed and
maintained according to manufacturer+s instructions.
8.2 .ll 'astes are removed and disposed of in accordance 'ith
employer+s re&uirements.
8. .ll movable furniture and fittings are shifted to allo' access to
hidden dust4'aste4dirt and as per #13s.
8., Rooms are chec(ed regularly for orderliness4tidiness in
accordance 'ith employer+s re&uirements.
:. Clean (itchen :.1 #oiled dishes* pots* pans and linen are 'ashed in accordance
'ith standard operating procedures.
:.2 Cleaned4dried dishes* pots and pans are stored as per standard
:. 4itchen appliances are cleaned in accordance 'ith standard
:., Fitchen fiAtures* tables and chairs are 'iped in accordance 'ith
:.6 2loor is mopped and dried in accordance 'ith standard
:.8 4itchen supplies are inspected and replenished in accordance
'ith standard operating procedures.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. Cleaning "&uipment*
#upplies and
=aterials
1.1 /rooms
1.2 !ust pan and brush
1. Cleaning implements
1., @acuum cleaner
1.6 2loor Carpet
1.8 9ater <oses
1.: /uc(et
1.; /ed
1.> !ining Table
1.17 9ater 3itcher
1.11 Table Cloth
1.12 2lo'ers
1.1 /ed Cover
1.1, #poon
1.16 2or(
1.18 Fnife
1.1: 3late
1.1; 9ine Class
1.1> #erving 5tensils
1.27 Table -ap(in
1.21 3aper To'el
1.22 2lo'er @ase
1.2 !rin(ing 9ater
1.2, #erving Tray
1.26 #oiled Table
1.28 Cleaning !etergent
1.2: 0i&uid !etergent
1.2; Cleaning #olution
1.2> #crubbing 2oam
1.7 2lat #heets
1.1 2itted #heet
1.2 3illo'
1. 3illo' Case
1., /ed =attress
1.6 !ish 3an
1.8 !ish #ponge4!ish Cloth
1.: 3an 'ith <ot 9ater
1.; Rolled -e'spaper
1.> Cleaning Rag
1.,7 9aA 3aper4.luminum 2oil
1.,1 Talcum 3o'der
1.,2 /o'l Cleaner
1., Toilet !isinfectant
1.,, .cid Cleaner
1.,6 Cup
1.,8 #oup 3late
1.,: #oup /o'l
1.,; !rin(ing Class4Coblet
1.,> #erving !ish
1.67 Rubber #patula
1.61 2loor =op
VARIA5LE RANGE
1.62 Toilet /o'l #'ab
1.6 Toilet Caddy
1.6, #pray /ottle
1.66 Cuess =odel
1.68 .ntistatic !uster4Cleaning Cloth
1.6: @acuum Cleaner 'ith Circular /rushes
1.6; #ponges
1.6> #courer
1.87 Class Cleaning "&uipment
1.81 !rop #heets
1.82 M.I 2rame 0adders
1.8 Cob'ebber
1.8, 0int 2ree Cleaning Cloths
1.86 #&ueegees (@arious #iBes)
1.88 "Atension 3oles
1.8: <oses
2. 2loor Types4#urface
TeAtures
2.1 Concrete
2.2 TerraBo
2. @inyl
2., #late
2.6 Ceramic Tile
2.8 9ood
2.: =arble
2.; /ric(
2.> 3ar&uetry
2.17 Rubber
2.11 3olished 9ood
. 9aste (9et or !ry) .1 !ust
.2 3aper
. 2ood
., #tones
.6 Cravel
,. 2urnishings42iAtures ,.1 !es(s
,.2 Tables
,. Chairs
,., Computers
,.6 2iling Cabinets
,.8 Cloc(s
,.: #toves
,.; 0amps
,.> Railing
,.17 9indo' #ills
,.11 #(irting
,.12 !oors
,.1 !oor <andles
,.1, 0ight #'itches
,.16 Telephone <andsets
,.18 .ir Conditioning @ents
,.1: 0ights
,.1; Ceiling 2ans
,.1> /linds
,.27 Curtains
,.21 Crilles
TR Caregiving -C )) %,7%
VARIA5LE RANGE
,.22 Refrigerators
,.2 3icture 2rames
,.2, #helves
,.26 Compactus
,.28 9or( #tations
,.2: #ho'cases
,.2; /ars
,.2> /eds
,.7 /edside Cupboards
6. Ceiling 2ittings 6.1 Recessed 0ights
6.2 1rnamental <anging 0ights
6. 3roDected 0ights
6., Ceiling 2ans
6.6 Televisions
6.8 #pea(ers
6.: #mo(e !etectors
6.; #prin(ler #ystems
6.> @ents and Crilles
6.17 #(ylights
6.11 Cameras
6.12 Chandelier
8. Ceiling 8.1 2lat
8.2 #uspended
8. <ard
:. /athroom #upplies4
.ccessories
:.1 0i&uid and /ar #oap
:.2 Toilet 3aper
:. /athroom !eodoriBer
:., Cloth43aper To'els
:.6 3ersonal Toiletries
:.8 /athroom #lippers
:.: 2loor To'el
:.; Trash Can
;. #anitiBing .gents ;.1 #olvent #pray
;.2 .nti%#tatic #olution
;. .nti%#tatic #pray
>. #anitiBing "&uipment*
#upplies and
=aterials
>.1 0adders
>.2 @acuum 5nit
>. !ust =op
>., 0int 2ree Clothing Cloths
>.6 =op <ead and /uc(et
>.8 !ust 3an
>.: /room
17.0inens 17.1 -ap(ins
17.2 Tablecloths
17. #erving Cloths
17., Tea To'els
17.6 Clothing
17.8 Cleaning Cloths
11.Fitchen .ppliances 11.1 2ood 3rocessor
11.2 Crill
11. <igh 3ressure #teamer
11., =icro'ave 1ven
VARIA5LE RANGE
11.6 1ven ("lectric4Cas)
11.8 Range
11.: Refrigerator
11.; Tilting #(illet
11.> Toaster
11.17 "lectric Fnife
11.11 Euice =a(er
11.12 Rice Coo(er
12.Fitchen #upplies and
=aterials
12.1 .ll%3urpose !etergent
12.2 .ll%3urpose #oap
12. Coffee* Tea* Cream
12., Condiments
12.6 !isinfectants
12.8 !rain #olvent
12.: 2ood )tems (dairy* vegetable* bread* meat and fruits)
12.; Carbage /ag
12.> #couring 3ad
12.17 Coo(ing 1il
12.11 )ngredients

EVIDENCE GUIDE
competency
1.1 Cleaned surfaces and floors.
1.2 Cleaned furnishings and fiAtures.
1. =ade%up beds and cots.
1., Cleaned toilets and bathrooms.
1.6 #anitiBed rooms.
1.8 =aintained clean room environment.
1.: Cleaned (itchen.
2. 5nderpinning
(no'ledge and
attitudes
2.1 3rocedures in Cleaning* 3olishing* !isinfecting and #anitiBing
Rooms (0iving Room* !ining Room* /edrooms* Toilets and
Fitchen)
2.2 Types and Characteristics of 2loors
2. =ethod of Removing #uitable !irt4#tain
2., Types45ses42unctions of Cleaning "&uipment* #upplies and
=aterials
2.6 Class Types* including defects
2.8 =ethod of )dentifying #tains* =ud* !irt and Crease
2.: #tain Removal Techni&ues
2.; "ffects of 3re%"Aisting Conditions on #afe 9or( 3ractices
2.> 3rocedures in .rranging 2urniture
2.17 Types and Characteristics of furniture and 2urnishing
2.11 3rocedures in /ed =a(ing
2.12 Fno'ledge on !ifferent 0inen and 2abric
2.1 3rocedures in Cleaning and =aintaining Room 2urniture and
2urnishings
2.1, Fno'ledge on !ifferent .reas 9here !irt and !ust Can "asily
.ccumulate
2.16 #chedule of <ouse Chores
2.18 Types of .ncillary Rooms
2.1: Types of <ome #et%5p
2.1; Types of 0iving Room .ppliances and 1rnament
. 5nderpinning s(ills .1 Cleaning Rooms G 0iving Room* /edroom* /athroom and
Fitchen
.2 =a(ing%5p the /ed
. .rranging the 2urniture
., =aintaining )n%!oor 3lants
.6 Chemical <andling and !isposal Techni&ues
.8 =anual <andling Techni&ues
.: Reporting and Recording )nformation
.; 3lanning and 1rganiBing 9or(
.> Communication 'ith 1thers
.17 "&uipment 1peration and Cleaning
.11 9or( 3lanning and 1rganiBation
.12 9aste =inimiBation
.1 !ecanting Chemicals
,. Resource
implications
,.1 Copies of Relevant #tandards* Training /oo(s and .ssessment
3lanning Cuides
,.2 .ccident Report 2orms
,. Eob #pecifications and Reporting 2orms
,., .ccess to a #uitable @enue
,.6 =anufacturer4"nterprise 3roduct #pecifications
,.8 . range of e&uipment* including personal protective e&uipment
and relevant cleaning or spot removing chemicals
,.: =aterial safety data sheets and e&uipment operating manuals* if
relevant
,.; .ccess to a registered provider of assessment services
,.> Chemical Color Charts
6. =ethod of
assessment
6.1 9ritten Test4"Aamination
6. 1bservation 'ith &uestioning
8. ConteAt of
assessment
TR Caregiving -C )) %,,%
5-)T 12 C1=3"T"-C? : ?ASH AND IRON CLOTHES, LINEN AND 4A5RIC
5-)T C1!" : HCS727729
perform home management by providing clean* safe environment.
ELEMENT
1. Chec( and sort
clothes* linens and
fabrics
1.1 #oiled clothes* linen and fabrics are sorted according to teAture*
color* siBe and defects.
1.2 orted items are prioritiBed according to the cleaning process
re&uired ad the urgency of the item.
1. !efective clothing* linen and fabric are se'n4darned using
appropriate threads and stitches.
2. Remove stains 2.1 $ersonal protective paraphernalia are 'orn in accordance
'ith standard operating procedures (#13s).
2.2 tain removing agents and chemicals are used in accordance
'ith manufacturer+s instruction.
2. tains are treated and removed using correct chemicals or
agents.
2., .ll stain removing agents and chemicals are stored follo'ing
safety procedures.
. 3repare 'ashing
e&uipment and
supplies
.1 Laundr! area is cleaned and made ready at all times.
.2 Laundr! supplies and materials are prepared and made
available at all times.
. 9ashing machine is chec(ed and prepared for operation per
manual procedures.
,. 3erform laundry

,.1 Correct laundry method is selected as per #13s.
,.2 Clothes* linen and fabric are 'ashed according to the labeling
codes and 'ashing instructions.
,. 0aundry e&uipment is used in accordance 'ith manufacturer+s
instruction.
,., Clothing* linen and fabric are freed from stain* dirt and
unpleasant odor after 'ashing based on procedures.
,.6 9ashed clothes* linen and fabric are sun%dried4machine dried as
per instructions.
,.8 !ried clothes* linen and fabric are freed from unpleasant odor
and static cling.
,.: 9ashing area is cleaned in accordance 'ith safety and health
procedures.
,.; "&uipment is cleaned after use in accordance 'ith
ELEMENT
,.> .ll cleaning materials and e&uipment are stored follo'ing safety
procedures.
,.17 Routine maintenance is carried out or arranged as per
6. !ry clothes* linen and
fabric

6.1 9ashed clothes* linen and fabric are dried according to
procedures.
6.2 !rying machine is prepared according to procedure.
6. !ried clothes* linen and fabric are removed 'hen dryer bell rings
or stops to prevent 'rin(les and to minimiBe need for ironing.
6., Clothes* linen and fabric are dried 'ithout 'rin(les according to
procedures.
8. )ron clothes* linens
and fabrics
8.1 )roning is done in accordance to the standard procedures
8.2 )roned clothes* linens and fabrics are folded* placed in a hanger
and stored in designated cabinets as per instructions.
8. Ironing e%uipment and materials are stored in the appropriate
area follo'ing safety procedures.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. #orted )tems 1.1 #oiled4!efective Clothes
1.2 0inen
1. 2abrics
2. 3ersonal 3rotective
3araphernalia
2.1 Cloves
2.2 .pron
. #tains .1 Coffee
.2 Cola
. Cordial
., Che'ing Cum
.6 2ood
.8 =ud4!irt
.: Crease
.; /lood
.> 2ruit #tains
.17 9ine
,. #tain ,.1 .cid Cleaners
,.2 .l(ali Cleaners
,. Chlorine /leach
,., .ll%3urpose !etergent
6. 0aundry .rea 6.1 9ashers
6.2 !ryers
6. Clothesline
6., Clothes 3ins
6.6 Clothespin /ag
6.8 Clothes Rac( for )ndoor !rying
8. 0aundry #upplies
and =aterials
8.1 #orting /as(ets4#helves
8.2 <angers
8. #tain Removing .gents
8., 2abric #oftener
8.6 Chlorine /leach
8.8 0aundry /ag
8.: 0aundry /as(et
TR Caregiving -C )) %,:%
EVIDENCE GUIDE
competency
1.1 Chec(ed and sorted soiled clothes* linen and fabric.
1.2 Removed stains.
1. 3repared 'ashing e&uipment and supplies
1., 3erformed laundry.
1.6 !ried clothes* linen and fabric.
1.8 )roned clothes* linen and fabric.
2. 5nderpinning
(no'ledge and
attitudes
2.1 3rocedures in #orting 0aundry
2.2 3rinciples and 3rocedures in !arning <oles and Tears
2. <ygiene* <ealth and #afety issues #pecific to 0aundry
1perations
2., Types45ses and <andling of 0aundry Chemicals
2.6 3rinciples and 3rocedures in Removing #tains
2.8 Types45ses of #tain Removing .gents
2.: 0anguage 0abel (2abric and Carments 0abels)
2.; Types and Characteristics of Clothes* 0inen and 2abric
2.> #tandard 3rocedures in Chec(ing and 3reparing 9ashing
=achine
2.17 3rocedures in 3reparing 0aundry #upplies and =aterials
2.11 3reparing =iAtures or /leaching #olutions
2.12 Types and 5ses of 9ashing =achines and !ryers
2.1 3rinciples and 3rocedures in 9ashing* !rying and )roning
Clothes* 0inen and 2abric
2.1, <ygiene* <ealth and #afety )ssues of #pecific Relevance to
0aundry 1perations
2.16 =aintenance of 0aundry .rea
2.18 3rocedures in !rying Clothes* 0inen and 2abric
2.1: 3rocedures in )roning Clothes* 0inen and 2abric
2.1; Types45ses of )roning "&uipment* Tools and 3araphernalia
2.1> 3rocedures in #toring Clothes* 0inen and 2abric
2.27 /asics of 3ressing
2.21 Types and 5ses of )rons* )roning /oards and )roning
.ccessories
2.22 Types and 5se of <angers
2.2 2olding =ethod and Techni&ues
2.2, 3ressing 3rocedures
. 5nderpinning #(ills .1 Chec(ing and sorting soiled clothes* linen and fabric
.2 Removing #tains
. 3reparing 'ashing e&uipment and supplies
., 3erforming laundry
.6 !rying clothes* linen and fabric
.8 )roning clothes* linen and fabric
,. Resource
)mplications
,.1 2acilities* e&uipment* supplies and materials relevant to the unit
of competency
6. =ethod of
.ssessment
Competency maybe assessed through:
6.1 9ritten Test
8. ConteAt of
.ssessment
TR Caregiving -C )) %,;%
5-)T 12 C1=3"T"-C? : PREPARE HOT AND COLD MEALS@4OOD
5-)T C1!" : HCS727722
5-)T !"#CR)3T1R : This unit covers the (no'ledge* s(ills and attitudes in coo(ing basic
hot food and cold meals. )t includes preparation of ingredients*
coo(ing meals and dishes according to recipes* present* prepare
coo(ed dishes4sauces* preparation of appetiBers* butter designs*
desserts* salads* sand'iches* sauces* dressing garnishes and
preparing centers pieces.
ELEMENT
1. 3repare ingredients
according to recipes
1.1 )ngredients are purchased in accordance 'ith purchase list.
1.2 H=ise en placeI is chec(ed as per #13s.
1. Thawing is prepared according to tha'ing procedures.
1., =eat are prepared according to procedures and prescribed
recipe.
1.6 5egetables are prepared according to the manner of
preparation1
1.8 eafood are prepared according to method of preparation.
2. Coo( meals and
dishes according to
recipes
2.1#oup is coo(ed as per menu.
2.2@egetable dishes are coo(ed according to recipe.
2.=eat dishes are coo(ed according to culinar! 0ethod1
2.,3oultry and game dishes are coo(ed according to recipe.
2.6#ea food dishes are coo(ed according to recipe
2.8"gg dishes are coo(ed according to client+s preference
2.:3asta grain and farinaceous dishes are coo(ed according to
recipe
. 3resent coo(ed
dishes
.1 #erving portion is standardiBed.
.2 3resentation of coo(ed dishes are developed and corrected in
accordance 'ith #13s.
. 2ood &uality is maintained and chec(ed as per #13s.
., Time and temperature condition of foods is ensured before
serving based on freeBing temperature.
,. 3repare sauces*
dressings and
garnishes
,.1 =aterials* e&uipment4utensils are prepared prior to preparation
of sauces* dressings and garnishes as per #13s.
,.2 #auces* garnishes* hot and cold dressing are prepared as per
#13s.
6. 3repare .ppetiBers 6.1 !+oeuvres are prepared according to re&uirement and
preference of client.
6.2 Canape+s are prepared according to re&uirement for preference
of client.
6. 2inger foods are prepared according to re&uirement or
preference of client.
TR Caregiving -C )) %,>%
ELEMENT
8. 3repare desserts and
salads
8.1 =aterials* e&uipment4utensils used for coo(ing are prepared
as per #13s.
8.2 #herbets* ices and ice cream are prepared in accordance 'ith
prescribed procedures.
8. 2ruit desserts are prepared as per prescribed procedures.
8., 3astry desserts are prepared as per prescribed procedures.
8.6 =ousse is prepared as per prescribed procedures.
8.8 Cold salads and molded salads are prepared as per
prescribed procedures.
:. 3repare sand'iches :.1 "ot sandwiches are prepared as per #13s.
:.2 #old dressings are prepared as per #13s.
:. <ot sauces are prepared as per #13s.
:., Cold sauces are prepared as per #13s.
;. #tore eAcess foods
and ingredients
;.1 5nconsumed food are stored according to procedures.
;.2 "Acess ingredients are stored according to client+s
re&uirement.
;. 3roper method of refrigeration and proper storing of dry food
is implemented as per #13s.
;., 9et and dry food ingredients are properly stored as per #13s.
>. Convert unconsumed
coo(ed food
>.1 5nconsumed coo(ed food is converted4transformed into ne'
dishes as per #13s.
>.25nconsumed coo(ed food is store4froBen at temperature of Bero
degrees and in accordance 'ith #13s.
>.3ac(ed4'rapped uncoo(ed food are froBen at Bero degrees 2
temperature and in accordance 'ith #13s.
>.,3ac(ed4'rapped food for storage is prepared as per #13s.
>.65ncoo(ed food is maintained at proper temperature and as per
#13s.
RANGE O4 VARIA5LES
VARIA5LE RANGE
1. )ngredients =ay include but not limited to the follo'ing:
1.1 =eat
1.2 @egetable
1. #eafood
1., 3oultry and Came
1.6 #toc(
1.8 Cold 2ood
1.: Condiments
1.; =il(
1.> !airies
1.17 Cereals
1.11 2lour
1.12 /utter #auces
1.1 2ruits
2. =is en 3lace

2.1 )ngredients
2.2 3ans
2. 5tensils
2., 3lates4#erving 3ieces
. Tha'ing .1 #oa(ing
.2 5nfreeBing
,. @egetable )ngredient
3reparation
,.1 #(in* 3eel* 3are
,.2 Chop* #lice* #hred* Cube
,. 9edge* Crate* 3ure
,., Core* $uarter
6. @egetable !ishes
3reparation

6.1 /oiling* /lanching
6.2 #auteing
6. /raising
6., Cratinating
6.6 Roasting4/a(ing
8. #eafood )ngredient
3reparation
8.1 Chop* #lice
8.2 2illet
8. =ince* #hred
8., 3eel* !ice* /lanch
8.6 =arinate* 3oach
:. #eafood !ishes
3reparation

:.1 /oiling* #teaming
:.2 #auteing
:. !eep 2rying* 3an 2rying
:., 3oaching
:.6 Crilling
:.8 /a(ing
;. #oup 3reparation

;.1 #auteing
;.2 #immering
>. =eat )ngredient
3reparation
>.1 #lice* Chop
>.2 !ebone
>. !ice* =ince
>., =arinate
17.=eat !ishes
3reparation

17.1 /oiling* #teaming* #immering* #te'ing
17.2 2rying (deep* pan* stir)
17. #auteing
17., Roasting* /a(ing* /ro'ning
VARIA5LE RANGE
17.6 3ressuriBe Coo(ing
17.8 3oaching* /lanching* /raising
17.: /roiling* Crilling
11.3oultry )ngredient
3reparation
11.1 !eboned
11.2 Chop* #lice
11. !ice* #hred* Cube
11., =ince* #(in
11.6 =arinate
12.3oultry !ishes
3reparation
12.1 /oiling* #immering* #te'ing
12.2 2rying (deep* pan* stir)
12. #auteing
12., /raising* Crilling* Roasting
12.6 /arbecuing* /a(ing
1."gg !ishes
3reparation
1.1 /oiling
1.2 2rying
1. 3oaching
1., /asting
1.6 /a(ing
1,.3asta Crain and
2arinaceous !ishes
3reparation
1,.1 /oiling
1,.2 #teaming
1,. 3oaching
1,., #auteing
1,.6 Cratinating
1,.8 /a(ing
16. <ors !+oeuvres
3reparation
16.1 3eel* 3are* #lice* #hred* Cubes
16.2 /lanch* /oiled* #team
16. =arinate* #easoned
18. #'eet #auces 18.1 #ugar #yrups
18.2 2ruit #yrups
18. 2ruit 3urees* #auces and Coulis
18., Chocolate%/ased #auces
18.6 Custard and Cremes
18.8 2lavoured /utters and Creams
EVIDENCE GUIDE
competency

1.13repared ingredients according to recipes.
1.2Coo(ed meals and dishes according to recipes.
1.3resented coo(ed dishes.
1.,3repared appetiBers.
1.63repared sauces* dressings and garnishes.
1.83repared desserts and salads.
1.:3repared sand'iches.
1.;#tored eAcess foods and ingredients.
1.>Converted unconsumed coo(ed and uncoo(ed food.
2. 5nderpinning
(no'ledge and
attitudes
2.1 2ood Theory
2.2 =aterials #pecifications and 5ses
2. Tools and "&uipment: 5ses and #pecifications
2., Codes and Regulations
2.,.1 3ertinent food and drin( sanitation la's* rules and
regulations
2.6 =aintenance 1peration
2.8 /alance !iet
2.: -utrition
2.; #erving
2.> #afe 9or( 3ractices and 2irst .id Regulations
2.17 3ersonal <ygiene
2.11 3roviding #afe 2ood
2.12 2ood and #afety <aBard
2.1 #afe 2ood <andling
2.1, 2ood Costing and 3ortioning
2.16 2ood #torage
2.18 =ethod of 3reparing #alad
2.1: <andling of Fitchen "&uipment
. 5nderpinning s(ills .1 Coo(ing =ethod
.2 <andling of Fitchen "&uipment
. 3roper #toring
., 2ood Costing and 3ortioning
,. Resource
implications
,.12acilities* e&uipment* supplies and materials relevant to the unit
of competency
6. =ethod of
assessment
6.1 9ritten Test
8. ConteAt of
assessment
SECTION 7 TRAINING STANDARDS
This set of standards provides Technical and @ocational "ducation and Training (T@"T)
providers 'ith information and other important re&uirements to consider 'hen designing training
programs for CAREGIVING NC II.
This includes information on curriculum design* training delivery* trainee entry re&uirements*
tools and e&uipment* training facilities and trainers &ualification and institutional assessment.
7.2 CURRICULUM DESIGN
Course Title: CAREGIVING -C 0evel: NC II
-ominal Training !uration: (;* HRS.
Course !escription:
This course is designed to enhance the (no'ledge* s(ills and attitudes of Caregivers in
accordance 'ith industry standards. )t covers basic* common and core competencies in -C )).
5ASIC COMPETENCIES
A2; Ho,$sB
UNIT O4
COMPETEN
CY
LEARNING OUTCOMES METHODOLOGY
ASSESSMENT
APPROACH
1. 3articipate in
'or(place
communication
1.1 1btain and convey
'or(place information
Croup
discussion
)nteraction
!emonstration
observation
)ntervie's4
$uestioning
1.2 Complete relevant 'or(
related documents
1. 3articipate in 'or(place
meeting and discussion
2. 9or( in a team
environment
2.1!escribe and identify team
role and responsibility in a
team
2.2!escribe 'or( as a team
member
!iscussion
)nteraction
!emonstration
1bservation
)ntervie's4
$uestioning
. 3ractice career
professionalism
.1 )ntegrate personal
obDectives 'ith
organiBational goals
Croup
discussion
)nteraction
!emonstration
observation
)ntervie's4
$uestioning
.2 #et and meet 'or( priorities
. =aintain professional
gro'th and development
,. 3ractice
occupational
health and
safety
,.1"valuate haBard and ris(s
,.2Control haBards and ris(s
,.=aintain occupational health
and safety a'areness
!iscussion
3lant Tour
#ymposium
1bservation
)ntervie's
COMMON COMPETENCIES
A2; Ho,$sB
UNIT O4
COMPETEN
CY
LEARNING OUTCOMES METHODOLOGY
ASSESSMENT
APPROACH
1. )mplement and
monitor
infection control
policies and
procedures
1.1 3rovide information to the
'or( group about the
organiBation+s infection
control policies and
procedures.
1.2 )ntegrate the organiBation+s
infection control policy and
procedure into 'or(
practices.
1. =onitor infection control
performance and implement
improvements in practices
0ecturette
/rainstormi
ng
1bservatio
n and oral
&uestioning
Crid
&uestion
3ractical
eAercise
2. Respond
effectively to
difficult4challen
ging behavior
2.1 3lan and respond to
emergencies.
2.2 Report and revie' incidents.
0ecturette
/rainstormi
ng
1bservatio
n and oral
&uestioning
Crid
&uestion
3ractical
eAercise
. .pply basic first
aid
.1 .ssess the situation.
.2 .pply basic first aid
techni&ues.
. Communicate details of the
incident.
0ecturette
/rainstormi
ng
1bservatio
n and oral
&uestioning
Crid
&uestion
3ractical
eAercise
,. =aintain high
standard of
patient services
,.1 Communicate appropriately
'ith patients.
,.2 "stablish and maintain good
interpersonal relationship
'ith patients.
,. .ct in a respectful manner at
all times.
,., "valuate o'n 'or( to
maintain a high standard of
patient service.
0ecturette
/rainstormi
ng
1bservatio
n and oral
&uestioning
Crid
&uestion
3ractical
eAercise
CORE COMPETENCIES
A(:9 Ho,$sB
COMPETENCY LEARNING OUTCOMES METHODOLOGY
ASSESSMENT
APPROACH
1. 3rovide care
and support to
infants
4toddlers
1.1 "Aplain the concepts and
principles of caring* gro'th
and development of
infants4toddlers
!iscussion
!emonstration
$uestioning
demonstration
observation
1.2 3repare infants 4 toddlers for
ta(ing vital signs* bathing
and dressing
1. Clean* steriliBe feeding
bottles and prepare mil(
formula
1., 3repare and introduce
ade&uate nutrition and
semi%solid food.
1.6 3repare infant 4 toddlers
crib.
2. 3rovide care
and support to
children
2.1 "Aplain the importance of
instilling personal hygiene
practices to children
!iscussion
!emonstration
/rainstorming
!emonstration
observation
$uestioning
2.2 =aintain children+s
paraphernalia
2. 3repare children for ta(ing
vital sign* bathing and
dressing
2., 3erform after care activities
for materials and
paraphernalia
2.6 !etermine nutritional food
re&uirements of children
. 2oster social*
intellectual*
creative and
emotional
development of
children
.1 "Aplain the concepts and
principles of social*
intellectual* creative and
emotional development of
children (%12 yrs. 1ld)
!iscussion
Role play
/rainstorming
$uestioning
!emonstration
1bservation
,. 2oster physical
development of
children
,.1 "Aplain the concepts and
principles of physical
development of children
!iscussion
Role play
/rainstorming
!emonstration
$uestioning
1bservation
!emonstration
,.2 "Aplain the importance of
healthy sleeping patterns
and practices
,. 3erform physical activities
6. 3rovide care
and support to
elderly
6.1 "Aplain the concepts and
principles of basic nursing
care of the elderly
!iscussion
/rainstormi
ng
1bservatio
n
$uestionin
g
6.2 )dentify appropriate physical*
emotional* spiritual and
intellectual needs.
ASSESSMENT
APPROACH
6. 3rovide assistance in
promoting the appropriate
needs for roles*
responsibilities* rights*
freedom and activities of
elderly.
6., 3rovide ade&uate nutrition
and elimination
8. 3rovide care
and support to
people 'ith
special needs
8.1 )dentify and eAplain the
needs of people 'ith special
needs
!iscussion
!emonstra
tion
$uestionin
g
9ritten
eAam
!emonstra
tion
8.2 )dentify personal care and
assistance needed for daily
living
8. "stablish and maintain
appropriate relationship
8., 3rovide appropriate support
for people 'ith special
needs
8.6 .ssist in oral and 'ritten
communication
8.8 3rovide ade&uate nutrition
and elimination for people
'ith special needs
:. =aintain a
healthy and
safe
environment
:.1 "Aplain the concepts and
principles in maintaining a
clean and therapeutic
environment
!iscussion
!emonstra
tion
!emonstra
tion &uestioning
:.2 "Aplain the procedure in
maintaining a clean and
therapeutic environment
:. .ssist client in implementing
a safe and therapeutic
environment
;. Respond to
emergency
;.1 !iscuss signs and
symptoms of various
illnesses and diseases
!iscussion
!emonstra
tion
#imulation
@ideo
vie'ing
!emonstra
tion &uestioning
;.2 )dentify and eAplain
appropriate first aid and
basic emergency procedure
;. "Aplain the procedures in
implementing infection
control prevention
;., )dentify the appropriate
procedures in medicine
administration
;.6 )dentify dangerous*
haBardous and threat to
safety and 'ell being
;.8 3erform first aid procedures
ASSESSMENT
APPROACH
>. Clean living
room* dining
room*
bedroom* toilet
and bathroom
>.1 "Aplain the principles and
proper procedures in
cleaning and polishing
(living room* bedroom*
bathroom* and (itchen)
!iscussion
!emonstra
tion
@ideo
vie'ing
!emonstra
tion &uestioning
>.2 Clean and sanitiBe toilet and
bathroom
>. )dentify different (inds of
cleaning agent
>., =a(e up beds and cots.
(open and closed bed)
>.6 =aintain a clean
environment
>.8 3erform after care activities
of materials and e&uipment
17. 9ash and iron
clothes* linens
and fabrics
17.1 "Aplain the principles and
procedures in 'ashing and
ironing clothes
!iscussion
!emonstra
tion
!emonstra
tion &uestioning
17.2 "Aplain the procedures in
operating tools and
e&uipment
17. 3erform laundry
17., )ron clothes* linens and
fabrics
17.6 3erform after care activities
11. 3repare hot
and cold
meals
11.1 "Aplain the procedures in
preparing hot and cold
meals
!iscussion
!emonstra
tion
!emonstra
tion &uestioning
11.2 3repare hot and cold meals
11. 3repare appetiBers* sauces*
dressings and garnishes
11., Coo( meals and dishes
according to recipe4 dietary
re&uirements
11.6 #et table and serve coo(ed
dishes
11.8 3erform after care activities
11.: !emonstrate personal good
grooming and hygiene
11.; !emonstrate clear and
effective communication on
the Dob.
11.> =aintain professionalism at
the 'or(place
7.2 TRAINING DELIVERY
The delivery of training should adhere to the design of the curriculum. !elivery should be
guided by the 17 basic principles of competency%based T@"T.
The training is based on curriculum developed from the competency standards;
0earning is modular in its structure;
Training delivery is individualiBed and self%paced;
Training is based on 'or( that must be performed;
Training materials are directly related to the competency standards and the
curriculum modules;
.ssessment is based in the collection of evidence of the performance of 'or( to the
industry re&uired standard;
Training is based both on and off%the%Dob components;
.llo's for recognition of prior learning (R30) or current competencies;
Training allo's for multiple entry and eAit; and
.pproved training programs are -ationally .ccredited
The competency%based T@"T system recogniBes various types of delivery modes* both
on and off%the%Dob as long as the learning is driven by the competency standards specified by
the industry. The follo'ing training modalities may be adopted 'hen designing training
programs:
The dualiBed mode of training delivery is preferred and recommended. Thus programs
'ould contain both in%school and in%industry training or field'or( components. !etails can
be referred to the !ual Training #ystem (!T#) )mplementing Rules and Regulations.
=odular4self%paced learning is a competency%based training modality 'herein the trainee
is allo'ed to progress at his o'n pace. The trainer Dust facilitates the training delivery.
3eer teaching4mentoring is a training modality 'herein fast learners are given the
opportunity to assist the slo' learners.
#upervised industry training or on%the%Dob training is an approach in training designed to
enhance the (no'ledge and s(ills of the trainee through actual eAperience in the
'or(place to ac&uire specific competencies prescribed in the training regulations.
!istance learning is a formal education process in 'hich maDority of the instruction occurs
'hen the students and instructor are not in the same place. !istance learning may
employ correspondence study* audio* video or computer technologies.
3roDect%/ased )nstruction is an authentic instructional model or strategy in 'hich students
plan* implement and evaluate proDects that have real 'orld applicants.
7.7 TRAINEE ENTRY RE3UIREMENTS
Trainees or students should possess the follo'ing re&uirements:
can communicate both in oral and 'ritten;
physically and mentally fit;
'ith good moral character; and
can perform basic mathematical computation.
This list does not include specific institutional re&uirements such as educational
attainment* appropriate 'or( eAperience* and others that may be re&uired of the trainees by
the school or training center delivering the T@"T program.
7.8 LIST O4 TOOLS, E3UIPMENT AND MATERIALS
CAREGIVING NC II
Recommended list of tools* e&uipment and materials for the training of 26 trainees for
Caregiving -C )) are as follo's:
TOOLS E3UIPMENT MATERIALS
$ty !escription $ty !escription $ty !escription
2 pcs. .irpot (<ot 9ater) 1 pc. /ed 1rdinary 2 btls. .lcohol
1 pc. #(illet 1 pc. /ed surgical 2 pac(s
.ll purpose detergent
soap
6 sets
Carbage bin
(biodegradable and
non%biodegradable
2
units
/lender 4 Duicer 2 pcs. /aby oil
2 pcs. 5rinal 2 pcs.
/p apparatus*
aneroid
17 pcs. #oap
12 pcs. /asin (small) 2 pcs.
/p apparatus*
mercurial
6 pcs.
2eeding bottles '4
cover and nipples
1 pc. /aby bath tub 1 unit Coffee ma(er , pcs. /ib and baby layettes
12 pcs. 2lat sheet 1 pc. Crib 1 gal. /leaching solution
12 pcs.
Cloves %household
1 unit
!ish 'asher '4 drier 1 pac(4
each
Coffee* Cream and
sugar
1 boA Cloves % surgical 1 unit 2ood processor 1 pac(s Cotton buds
12 pcs.
2ace to'el4
to'elette
2 pcs.
2lat iron 'ith ironing
board
1 set Condiments
12 pcs.
/ath to'el4
to'elette
1 unit
=icro'ave oven
% digital
1 gal. 2abrics softener
, pcs. /lan(et
1
units
1ven (electric* gas) 2ood items use for
preparing
meals
, pcs. Comforter
26
pcs.
Chairs 'ith arm 1 pac(
!iaper (child and
adult)
2 pcs. /edpan 1 unit !ining set 1 gal.
0i&uid soap (cleaning
bottles)
2 pcs.
/ottle brush
(cleaning feeding
bottles)
2 pcs. 9hite board 1 (ilo )nfant formula
2 pcs. /urping cloth 1 unit 1<340C!N 8 pac(s Table nap(ins
6 pcs. /aby clothes 1 unit Computer '4 printer 2 pc#. Table cloth
6 pcs. /aby blan(et 1 unit Refrigerator 1 pac( Carbage bags
1 pc. Carpet , ft. A ; ft. 1 pc.
#phygmoma%
nometer
2 sets4
each
/athing
paraphernalia (adult
and child)
1 pc. Clothes brush 1 pc.
/ottle #teriliBer*
electric
TRAINING MATERIALS@
RE4ERENCES
1 pc. Clothes humper 1 pc. #tethoscope
1. =other and Care
/aby
1 pc. Clothes rac( 1 unit #tove
2. )nfant Care
2eeding
2 each
Clothes* linen and
fabrics for laundry
1 unit
1perational
telephone unit
. #tory boo(s e.g.
Cinderela* sno'
'hite* etc.
1 set China 'are
17
sets
Thermometer (1ral*
rectal* .Ailla*
Tympanic)
,. Ceriatrics .
#tudy of =aturity
1 set Coo(ing utensils 1 unit /read toaster
6. Complete "arly
Childhood
6 pcs. Cutting board 1 unit
9ashing machine
G <eavy !uty
8. /aby 3lay
1 set Cutlery 1 unit !rier
:. 2undamentals of
-ursing
1 pc. "lectric (nife 1 pc. 9eighing scale ;. Coo(boo(
1 pc. "lectric opener 1 pc. 9heel chair >. Toddler 3lay
17 pcs. Co'n (hospital) 1 unit
@acuum cleaner
G <eavy
!uty
17. Care of the .dult
1 pc. <ot 'ater bag 1 pc. Commode 11. 2irst .id /oo(
1 pc. )ce cap 1 pc. Cane or 'al(er 12. Cleaning of
!ifferent .reas of
the house
1 pc. Fettle 1 pc.
<igh chair4 booster
seat4 portable seat
1 set 3ots and pan 1 unit
!ressing trolley '4 1 set4
each
TOYS
17 pcs. 3ot holder
cotton balls
medicine glass
thermometer
'ound dressing
set
1. Crayons
1,. 3lay !ough
16. #hape sorter
18. Coloring /oo(
2 pcs. .pron 1 set 2irst aid (it 1:. =usical =obile
1 set
Crutches
(adDustable
)
1
each
!ummy (baby and
adult) NN
% use for bathing
1;. 3ush J pull toys
1 set
Crooming (it
(hairbrush. comb*
nail cutter* nail
brush)
1
each
!ummy for C3R
(infant* child and
adult) NN
1>. Toys (assorted)*
games and
accessories
6 pcs.
<and to'el O44ICE E3UIPMENT@
4URNITURE
TAPES@DISC
1 set
2eeding utensils
(Child and adult)
1 unit 2aA machine
27. C3R ()nfant*
Child and .dult)
1 set =easuring cup 1 unit Television
21. .rtificial Resp.
()nfant* Child and
.dult)
1 unit =edical tray 1 unit @<#4C!4!@! 3layer 22. 2racture
1 set =iAing bo'l 1 set #ofa set 2. #prained .n(le
, pcs. 3ail 2,. /urns
6 pcs. 3eeler
26. Child safety:
films about
playing and safe
1 pc. 3ic( up forcep
28. =ultiple Casualty
=anagement
12 pcs. 3illo' case
; pcs. 3illo'
1 unit 3ortable miAer
1 unit 3otato masher
2 pcs. Record boo(
8 pcs. Rubber sheets
1 set #ilver 'are
17 pcs. #oap dish
1 pc.
Tong (plastic4
rubber)
N 1ptional
NN =ultipurpose or conventional
7.: TRAINING 4ACILITIES
Ca$e1i0in1 NC II
The Caregiving 0earning 2acility must be of concrete structure. /ased on a class inta(e of
26 students4trainees* the space re&uirements for the teaching 4 learning and curriculum areas
are as follo's.
S-ace Re<,i$e"ent SiCe in Mete$s
A$ea in S<.
Mete$s
Tota A$ea in S<.
Mete$s
.dministration 1ffice
!emonstration Room
% Child care 7 s&. m. 7 s&. m.
% <ome =anagement 87 s&. m. 87 s&. m.
% "lderly Care 7 s&. m. 7 s&. m.
% Care for people 'ith special needs 7 s&. m. 7 s&. m.
.cademic room 7 s&. m. 7 s&. m.
#tudy room40earning Resource
Center
Clinic
#eparate restrooms for female and
male
0ibrary holdings must not be less than
five (6) titles related and for each title
at least copies each
Tota +o$&s!o- a$eaD 2;9 s<. ".
7.* TRAINERES 3UALI4ICATIONS
CAREGIVING NC II
TRAINER 3UALI4ICATION I AT3 IIB
=ust be a holder of -C )))
=ust have undergone training on Training =ethodology )) (T= )))
=ust be physically and mentally fit
N=ust have at least 2% years Dob4industry eAperience on supervisory4managerial level
N 1ptional. 1nly 'hen re&uired by the hiring institution.
Reference: T"#!. /oard Resolution -o. 277,%7
7.( INSTITUTIONAL ASSSESSMENT
)nstitutional assessment is underta(en by trainees to determine their achievement of units of
competency. . certificate of achievement may be issued for each unit of competency.
SECTION 8 NATIONAL ASSESSMENT AND CERTI4ICATION ARRANGEMENTS
,.1 To attain the -ational $ualification of Caregiving -C ))* the candidate must
demonstrate competence through proDect%type assessment covering all units listed in
#ection 1. #uccessful candidates shall be a'arded a -ational Certificate signed by the
T"#!. !irector Ceneral.
,.2 The &ualification of Caregiving -C )) may be attained through G
,.2.1 .ccumulation of Certificates of Competency (C1Cs) in the follo'ing areas G
,.2.1.1 3roviding care and support for infants* toddlers and children
3rovide care and support to infants4toddlers
3rovide care and support to children
2oster* social* intellectual* creative and emotional development
of children
2oster the physical development of children
=aintain healthy and safe environment
Respond to emergency
Clean living room* dining room* bedrooms* toilet and bathroom
9ash and iron clothes* linen and fabric
3repare hot and cold meals
,.2.1.2 3roviding care and support for the elderly and people 'ith special
needs
3rovide care and support to elderly
3rovide care and support to people 'ith special needs
=aintain healthy and safe environment
Respond to emergency
Clean living room* dining room* bedrooms* toilet and bathroom
9ash and iron clothes* linen and fabric
3repare hot and cold meals
,.2.2 !emonstration of competence through proDect%type assessment covering all
re&uired units of &ualification.
,. .ssessment shall focus on the units of competency. The basic and common units shall
be integrated or assessed concurrently 'ith the core units.
,., The follo'ing are &ualified to apply for assessment and certification:
,.,.1 Craduates of formal* non%formal and informal including enterprise%based
training programs.

,.,.2 "Aperienced 'or(ers ('age employed or self%employed).
,.6 Reassessment is allo'ed only after one month from the date of assessment.
Reassessment for a -ational Certificate shall be done only on the tas(4s that the
candidate did not successfully achieve.
,.8 . candidate 'ho fails the assessment for t'o (2) consecutive times 'ill be re&uired to
go through a refresher course before ta(ing another assessment.
,.: 1nly certified individuals in this $ualification may be nominated by the industry sector
for accreditation as competency assessor.
,.; 1nly accredited competency assessors are allo'ed to conduct competency
assessment* ho'ever trainers 'ho are accredited competency assessors are not
allo'ed to assess their trainees.
,.> .ssessment of competence must be underta(en only in the T"#!. accredited
assessment center. The performance assessment (demonstration of competence)*
ho'ever* may be done in any venue or 'or(place duly designated by an accredited
assessment center.
,.17 The guidelines on assessment and certification are discussed in detail in the
3rocedures =anual on .ssessment and Certification.
C
1
=
=
1
-

C
1
=
3
"
T
"
-
C
)
"
#
C
1
R
"
C
1
=
3
"
T
"
-
C
)
"
#
COMPETENCY MAP
CAREGIVING NC II
3rovide care and
support to
infants4toddlers
3rovide care and
support to children
3rovide care and
support to elderly
3rovide care and
support to people
'ith special needs
)mplement and
monitor infection
control policies and
procedures
Respond effectively to
difficult4 challenging
behavior
.pply basic first aid
=aintain high standard
of patient services
2oster social*
intellectual* creative and
emotional development
of children
=aintain healthy
and safe
environment
/
.
#
)
C

C
1
=
3
"
T
"
-
C
)
"
#
3ractice career
professionalism
3ractice occupational
health and safety
procedures
3articipate in
'or(place
communication
9or( in team
environment
2oster the physical
development of
children
Respond to
emergency
Clean living room*
dining room*
bedrooms* toilet
and bathroom
9ash and iron
clothes* linen and
fabric
3repare hot and
cold meals
AC>NO?LEDGEMENT
The Technical "ducation and #(ills !evelopment .uthority (T"#!.) 'ishes to eAtend than(s
and appreciation to the many representatives of business* industry* academe and government
agencies 'ho donated their time and eApertise to the development and validation of this Training
Regulation.
The T"#!. .dvisory and "Apert 3anels (T.3%T"3) for the <ealth* #ocial and 1ther
Community !evelopment #ervices #ector G
AL4REDO P. PALMIERY
Concorde )nternational #ervices
ED?ARD 5. MALFAN
3rimacare Training !evelopment Center
EVARISTO A. TECSON
3hilippine .ssociation of #ervice "Aporters* )nc.
(3.#"))
GULIE V. >ALLAL
#)C"# 3hilippines* )nc.
The )ndustry "Aperts 'ho developed the Competency #tandard
ANNETTE M. DOMINGUEF
#)C"# 3hilippines* )nc.
CARMELINA R. SALAFAR
..C <uman Resource Training Center
TERESITA A. LLAMAS
..C <uman Resource Training Center
ANGELINA G. SU5ANG
=arian Care )nternational Corporation
SALES L. ROYOL
)C.-.C.R" Training and !evelopment* )nc.
ROLANDO G. TALAG
Colden =iles 2oundation and Training Center
)nternational
The .!<1C Committee 'ho revie'ed the #tandard
ENGR. FENAIDA G. GORDON
Chairperson
MR. ISIDRO ANTONIO C. ASPER
=ember
MR. RENE LUIS TADLE
=ember
DR. TERESITA U. 3UIRINO
=ember
DR. NONA S. RICA4ORT
=ember
MS. CONCEPCION G. DODD
=ember
The $uality .ssurance Committee
ATTY. RANUL4O P. PAYOS
Chairperson
DR. AL5ERTO VICTOR P. 4ENIH
=ember
MR. RENE LUIS TADLE
=ember
DR. TERESITA U. 3UIRINO
=ember
DR. NONA S. RICA4ORT
=ember
MS. CONCEPCION G. DODD
=ember
List o% P,bis!e# T$ainin1 Re1,ations
.nimal 3roduction -C ))
.&uaculture -C ))
.utomotive /ody 3ainting42inishing -C ))
.utomotive /ody Repair -C ))
.utomotive "ngine Rebuilding -C ))
.utomotive #ervicing -C ))
/artending -C ))
/uilding 9iring )nstallation -C ))
Carpentry -C ))
Commercial Coo(ing -C ))
Computer <ard'are #ervicing -C ))
!ec( #eafaring -C ))
!ressma(ing -C ))
!riving -C ))
"ngine #eafaring -C ))
2ood and /everage #ervices -C ))
2oot'ear =a(ing -C ))
<eavy "&uipment 1peration -C ))
<orticulture -C ))
<ousehold #ervices -C ))
<ouse(eeping -C ))
=achining -C ))
=asonry -C ))
=otorcycle and #mall "ngine #ervicing -C ))
Ca$e1i0in1 NC II
3lumbing -C ))
3yrotechnics -C ))
R.C #ervicing -C )
R.C #ervicing -C ))
#ecurity #ervices -C ))
Tailoring -C ))
Tour Cuiding #ervices -C ))
Transport R.C #ervicing -C ))
Travel #ervices -C ))
9elding -C ))
These mate#ials a#e available in both p#inted and elect#onic copies.
$o# mo#e info#mation please contact%
Technical Education and Skills Development Authority (TESDA)
Telephone Nos.% &9'(&')'* &9'(+1'9, &1(4)! to &+ loc. !1- to !1
o# visit ou# .ebsite% ....tesda./ov.ph

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CAREGIVING NC II

HEALTH, SOCIAL, AND OTHER COMMUNITY

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