Formative Assessment 1: Cengage Sample Copy Only

CHCCS015
Provide individualised support
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FORMATIVE ASSESSMENT 1
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Assessor Manual
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CHCC015 Provide individualised support
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Disclaimer
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business, you should make your own enquiries about whether the material is relevant, current, and sufficiently
comprehensive. We recommend you seek your own professional advice in this regard. Legislation, regulations and
tax rulings are complex and details, and are subject to change. Cengage Learning Australia Pty Ltd and the authors
specifically disclaims any liability for any claim arising out of or in any way connected with access to, use of or
reliance on these materials.
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2017 © Cengage Australia Version 1.0

CHCCS015 Provide individualised support
ASSESSMENT TASK COVER SHEET

When submitting an assessment piece for marking, please fill in this form and attach it to the front of
each assessment piece submitted.
Learner, please ensure that:

• Assessment submissions are no larger than A4 in size
• Assessments are stapled at top left-hand corner
• Assessment are either typed or in legible handwriting
• All assessment tasks have been completed
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• The declaration on this assessment cover sheet has been signed and dated.
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Note: No responsibility can be taken by us for lost or missing assessment submissions, and these will not
be returned once marked, so please take copies prior to posting should you wish to keep a copy for your
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records.
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Learner’s details
Learner’s full name
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Learner’s ID
Postal address
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Mobile no.
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Email
Submission date
Learner’s declaration
I hereby certify that this assessment is my own work, based on my personal study and/or research. I
have acknowledged all material and sources used in the presentation of this assessment whether they
are books, articles, reports, Internet searches or any other document or personal communication.
I also certify that the assessment has not previously been submitted for assessment in any other subject
or at any other time in the same subject and that I have not copied in part or whole or otherwise
plagiarised the work of other learner and/or other persons.
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Signature: ________________________________
Learner’s name: _______________________________
Date: ________________________________

ASSESSMENT REQUIREMENTS
Introduction
The candidate must be able to demonstrate the essential knowledge required to effectively complete tasks
outlined in the elements and performance criteria of this unit, and to manage tasks and contingencies in the
context of the work role. The assessment applies to workers in a community services context.
The work performed requires some discretion and judgement and is to be carried out under regular direct or
indirect supervision.
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Assessment context and conditions
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This unit describes the skills and knowledge required to organise, provide and monitor support services within the
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limits established by an individualised plan. The individualised plan refers to the support or service provision plan
developed for the individual accessing the service, and may have many different names in different organisations.
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This unit applies to workers who provide support under direct or indirect supervision in any community services or
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health context.
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Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
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Ø
Ø
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The following conditions must be met for this unit:
use of suitable facilities, equipment and resources, including:
individualised plans and equipment outlined in the plan
infection control policies and procedures
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• modelling of standard industry operating conditions and contingencies, including involvement of real people
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when using relevant equipment.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory
competency requirements for assessors.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Assessment methods
There are four assessment methods used for this unit:
• Written questions on elements and performance criteria in the unit
• Quizzes on elements and performance criteria in the unit
• An extension activity, which apples knowledge and skills learnt in the chapter to either a task in the
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workplace or a simulated workplace activity. Students should provide evidence of their own involvement.
• An observation third-party report.
All assessments must be done in order for a participant to successfully complete this unit.

Assessment methods – definitions
Assessment method Evidence to be collected

Written questions on elements and performance Each student must complete all of the written questions
criteria requiring an extended response contained within this assessment paper.
Quizzes on elements and performance criteria requiring Each student must complete all of the true-or-false,
a closed response or short-answer response multiple-choice, definition and short-answer questions
in this section.
Extension activity Each student must complete all of the extension activity
and any written questions contained within it.
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Observation third-party report An observation checklist is to be completed by a third
party or a supervisor assessor in the workplace. Third
parties must be able to document what they observe
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and/or collect physical evidence that demonstrates the
student’s ability to achieve critical aspects of
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application to the workplace.
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TASK 1
Written questions
These questions are based on written questions on elements and performance criteria,
Assessment
and require an extended response. Answers may be provided in written form, or in oral
instructions form, if there are language or other difficulties, at the discretion of the trainer.
Evidence
Completed written question sheets
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required
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Assessment Refer to page 3.
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context
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Performance
Refer to the Mapping Grid.
evidence
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Knowledge
evidence
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All questions must be answered fully and in detail, where required.

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• You may either type your answers in the appropriate space and submit them
Assessment
electronically or hand-write your answers.
conditions
• Where answers are handwritten, they should be clearly legible and written in blue or
black pen. (Submissions in pencil will not be accepted.)
Materials and
• Access to a computer (if submitting electronically)
resources
• Pen and paper (if submitting in handwritten format)
required
Assessor
See below.
intervention
In the event that you have difficulty understanding the assessment tasks due to language
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Reasonable or other difficulties, your trainer will attempt to make reasonable adjustments to the
adjustments assessment by arranging a response to be provided orally. This is consistent with providing
trainees with language or other difficulties every opportunity to achieve competency.
Indicative answers to these questions are provided in the Assessor’s Manual. Should you
Decision-
not agree with your assessor’s marking of your answers, you may discuss your issues with
making rules them directly.

Question 1
1. Outline how you will determine support needs for a client's individualised plan.
Answers should highlight the importance of:
• ensuring that you are clear on your own role and that you will seek help for areas outside your role
• confirming with the client and relevant others the individualised plan and its scope
• making sure the client is aware of their rights
• helping the client to identify goals and activities
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• promoting client independence and their individual rights
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• preparing for support activities based on the client’s plan.
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Question 2
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2. Describe the importance of maximising client independence and supporting the client’s right to
make informed decisions.
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• This is an acknowledgement of person-centred planning, which recognises that a support plan should
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ybe created in response to client needs, as expressed through identification of the client’s goals and
actions for the future.
Plans should aim to maximise client independence by not being unduly dependent on other people,
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which restricts the client’s lifetime options.

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• This point is now recognised by governments through, Consumer Directed Care (CDC) in ageing and
the National Disability Insurance Scheme (NDIS) for people with a severe and profound disability.
• The right to make informed decisions reflects a commitment to equity principles that are based on
support for clients as the customers of the services being provided.
Question 3
3. Describe how you will develop and maintain trust with your clients.
• Demonstrating courtesy involves appropriate relationship-building and effective communication

processes through the development of empathy with the client and their needs.
• This requires that you be supportive and non-judgemental, and have a desire to observe and to listen
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to what a client has to say.

• It also involves using inclusive consultation approaches that respect the individual differences among
clients in their interests and views.
• From the outset, a support worker should treat the client with respect and use the name by which
they choose to be addressed.

Question 4
4. Explain the requirements for the successful implementation of a client's individualised plan.
• Support should be provided according to the individualised plan, which should in turn reflect the
client’s preferences and strengths.
• The provision of support should also be carried out in accordance with organisational policies,
protocols and procedures, and within the constraints of your job role.
• The support worker should ensure that any required equipment is available as and when required.
• A client receiving support should have input into involving other people in planning, implementing,
monitoring and reviewing their individualised plan. These other people, who may include family,
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friends and personal carers, become a circle of intimacy.
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• The support worker should provide for duty of care and dignity of risk.
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It is important to abide by work health and safety concerns, which include maintaining a clean and
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comfortable environment.
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• As a support worker, you should seek assistance from others, especially your supervisor/manager
yand/or your team leader, if you lack the knowledge, skills and experience to assist clients.
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Question 5
5. Discuss how monitoring should occur so as to ensure effective individualised support.
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• Monitoring should occur on two levels: of the support worker and of the individual client.
• The support worker should monitor their own plan so as to determine expected outcomes, agreed
standards and time allocated for tasks to be completed.
• Monitoring, which should involve clients and their wider circle of support, should review the client’s
plan on an ongoing basis, based on:
Ø what is working well
Ø areas for continuous improvement.
• The support worker should seek information from clients and others in the wider circle of support on
the ongoing relevance of the plan.
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• Discussion with the client and others should always be based on supporting the client’s self-
determination.

Question 6
6. Discuss the importance of maintaining confidentiality and client privacy.
• Confidentiality and client privacy should be maintained in accordance with organisational policy and
protocols.
• Confidentiality and privacy are legal requirements reinforced by the protocols, policies and
procedures of a community service organisation.
• Support workers should not provide information of a medical nature other than in an emergency,
when a client’s medical record needs to be known in order to provide the most appropriate
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treatment.
• Support for confidentiality and privacy covers verbal as well as written information included as part of
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reporting and documentation.
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Question 7
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7. Outline how reporting and documentation should occur in regard to individualised plans.
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Reports are a legal requirement in ageing, disability and home and community work, and must be completed
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to the standard expected in the workplace and within identified timeframes, according to organisational
policies and procedures.
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Reports cover areas including:
• Progress notes: Where ongoing support strategies are recorded; level of success and any need to alter
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the individualised support plan are indicated

• Exception writing: To indicate any significant differences from what is normal and any concerns about
an individualised plan
• Incident reports: Relates to any event that poses a threat to health and safety to the client and others
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TASK 1 – ASSESSOR CHECKLIST

Learner’s name Learner’s ID
Assessor’s name Phone no.
Assessment site
Assessment date/s Time/s
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Outcomes
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Satisfactory response
In responding to the assessment, did the learner answer the question to a (ü)
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satisfactory level?
Yes No
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1. Outline how you will determine support needs for a client's
individualised plan.
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2. Describe the importance of maximising client independence and
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supporting the client’s right to make informed decisions.
3. Describe how you will develop and maintain trust with your clients.
4. Explain the requirements for the successful implementation of a client's
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individualised plan.
5. Discuss how monitoring should occur so as to ensure effective
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individualised support.
6. Discuss the importance of maintaining confidentiality and client privacy.
7. Outline how reporting and documentation should occur in regard to
individualised plans.
Comments/feedback to learner
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The learner’s performance was:

(ü)
£ Satisfactory £ Not yet satisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this learner,
and I have provided appropriate feedback.
Assessor’s name:

Assessor’s signature:
Date:
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TASK 2
Quizzes on elements and performance criteria in unit
Assessment Each student must complete all of the true-or-false, multiple-choice, definition and short-
instructions answer questions in this section.
Evidence
Completed response to all of the true-or-false, multiple-choice, definition and short-answer
required questions in this section. Where questions are based on a short-answer response, evidence
may need to be supplied.
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Assessment
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context Refer to page 3.
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Knowledge
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evidence Refer to the Mapping Grid.
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Performance
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evidence
Assessment
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conditions All questions must be answered by indicating or circling the correct or best answer. Short-
answer questions should be no longer than a short paragraph.
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Materials and
resources • Access to a computer (if submitting electronically)
required • Pen and paper (if submitting in handwritten format)
Assessor
intervention See below.
Reasonable In the event that you have difficulty understanding the assessment tasks due to language or
adjustments other difficulties, your trainer will attempt to make reasonable adjustments to the assessment
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by arranging a response to be provided orally. This is consistent with providing trainees with
language or other difficulties every opportunity to achieve competency.
Decision
Indicative answers to these questions are provided in the Assessor’s Manual. Should you not
making-rules agree with your assessor’s marking of your answers, you may discuss your issues with them
directly.
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Tasks 1. True or false
For each question, students should indicate true or false and carefully consider the reasons for
their answer.
1. Individualised planning being based on person-centred thinking will mean that plans are
more likely to be used and acted on.
2. An acquired disability is congenital and dates from birth, such as Down syndrome or
Alzheimer’s disease.
3. Individualised planning should be based on identifying strategies in the pursuit of individual
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goals and objectives.
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4. Individualised planning should include the identification of required resources and strategies
for evaluating the effectiveness of the plan in responding to changing needs.
op e 5. The purpose of the planning process should be carefully explained to those clients who are
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capable of understanding the processes involved.
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6. Person-centred planning should cater for individual needs, and may be organised formally
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and informally.
y 7. Required resources and services that are predetermined are consistent with the social
model and the National Disability Insurance Scheme (NDIS).
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8. It is not necessary to consult with a guardian if a client is unable to make decisions, to

understand the process or to participate, owing to the nature of their disability or age-related
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condition.
9. Your role in required assessments is likely to include the design and implementation of
assessment tools to determine client capabilities in relation to their individualised support
plan.
10. A key success factor in individualised planning is an active circle of support, which may
include family, friends, carers and support workers.
11. Demonstrating courtesy involves appropriate relationship-building and effective

communication processes.
12. The provision of support should not be restrained by organisational policies, protocols and
procedures and the constraints of your job role.
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13. Organisations delivering ageing, disability and home and community services are not
necessarily expected to have in place policies, protocols and procedures in relation to quality
standards.
14. When providing support services, you need to be mindful of dignity of risk, which means
that you have a legal responsibility to ensure that your clients do not come to harm as a result
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of any decisions and actions that you take in relation to their support.
15. Establishing a clean environment and other infection controls is an example of a risk
assessment to minimise the transmission of disease.
16. When assessing duty of care, you should determine whether your decisions and actions
were reasonable by assessing how a hypothetical person with the same training as yourself
should have behaved in the same situation.
17. Confidentiality and client privacy do not apply to health and medical records.
18. Client self-monitoring of individualised planning assists in building on strengths and
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enables the person to take ownership of their plan.
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19. Any variations in client circumstances in a home and community setting should be ignored,
since reporting them may breach privacy and confidentiality requirements.
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must be completed to the standard expected in the workplace.
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Answers:
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y 1: T; 2: F; 3: T; 4: T; 5: F; 6: T; 7: F; 8: F; 9: F; 10: T; 11: T; 12: T; 13: F; 14: F; 15: T; 16: F; 17: F;
18: T; 19: F; 20: T
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2. Multiple-choice
For each question, students should circle the best answer and consider what is wrong with
the other three answers.
1. As a support worker, you should ensure that you fully understand the boundaries of your
role with regard to your client’s individualised plan as they relate to:
A. pre-planning assessments
B. the design of the plan itself
C. the plan’s implementation
D. all of the above
2. Which of the following statements about the extent of disability is incorrect?

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A. An individual with a severe disability sometimes needs help with a core activity.
B. An individual with a profound disability is still occasionally able to perform some core
activities.
C. An individual with a moderate disability may need no help, but may have difﬁculty
with a core activity task.
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D. An individual with a mild disability needs no help and has no difﬁculty with any of the
core activity tasks, but may rely on aids and equipment to carry out a task.

3. The National Disability Insurance Scheme (NDIS) and Consumer Directed Care (CDC) reflect
the importance of:
A. self-determination and choice
B. opportunities to realise the individual capacity for physical, social, emotional and
intellectual development
C. adequate resources being identified to meet needs
D. all of the above
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4. Which of the following statements on person-centred planning is incorrect?
op e A. There is an inclusive approach, with involvement by families, friends and personal
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B. Families determine person-centred planning.
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C. Clear processes exist for listening to people and documenting what has been learnt.
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D. The principles of person-centred planning are understood and everyone knows the
boundaries of their role.
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5. The purpose of the planning process should be carefully explained to clients in order to
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ensure their feedback and input in terms of:

A. satisfaction with predetermined organisational services and resources provided
B. expected outcomes already decided by qualified staff
C. required resources and strategies
D. none of the above

6. Assessment tools:
A. are designed by experts

B. may be used within areas of the individualised plan
C. should be reflected by the policies, protocols and procedures of your organisation
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D. all of the above are correct
7. Which of the following is incorrect? Individualised planning sessions for clients:
A. decide actions and activities in relation to group goals

B. should be conducted in a manner that respects the individual’s perspective
C. foster strengths, capacities and participation by clients
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D. respect the client as their own expert
8. The recording of planning activities is required for:
A. reviewing progress on individualised plans

B. external reporting
C. deciding modifications to goals, actions and activities.
D. all of the above
9. Which of the following is incorrect? When working with a client on their individualised plan
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for the first time, it is important that you:
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A. treat the person with respect and use the name by which they choose to be
addressed
op e B. speak to the person directly and not through another person
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C g C. shake hands with a firm handshake to show genuine concern
D. find out about the person’s culture and establish eye contact if it is culturally
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appropriate to do so
y 10. Which of the following relates to a strengths-based practices?

A. Every individual has strengths, and these should be identified and used as a basis for
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an individualised plan.
B. Interventions using actions to develop and maintain skills should be determined by
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the client.
C. Collaboration should occur among you, the client and relevant others.
D. All of the above.
11. A deficit-focused approach to individualised planning, in contrast to a strengths-based

approach. focuses on:
A. opportunities as opposed to risks
B. needs as opposed to wants
C. strengths as opposed to weaknesses
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12. The circle of intimacy will undertake a number of functions, which will include:
A. assisting the individual to think about and plan a vision for their future
B. ensuring that a person-centred approach is adopted
C. monitoring and evaluating the progress of the individualised plan
D. all of the above
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13. Whether you have breached your duty of care will be determined by an assessment of how
a hypothetical person with the same training as yourself should have reasonably behaved in
the same situation. Which of the following is not an aspect of what is ‘reasonable’?
A. Standards, laws and regulations that might apply to particular circumstances
B. Your good intentions to maximise your client's independence
C. The practical aspects involved
D. What is considered acceptable practice involving clients
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14. Which of the following is incorrect? In home and community support and other settings,
you should be alert to the following factors that will undermine a safe and healthy
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environment:
op e A. bullying and physical violence
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B. fire and electrical hazards
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C. toxic chemicals and harmful substances
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y 15. The following reporting and documentation on an individualised plan may result in a
variation to individualised support:
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A. The client is failing to support policies.

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B. The client is becoming more dependent on others.

C. The client is showing signs of self -neglect.
D. Both B and C.
Answers
1: D; 2: A; 3: D; 4: A; 5: C; 6: D; 7: A; 8: D; 9: C; 10: D; 11: C; 12: B; 13: D; 14: D; 15: D
3. Matching
Students should match the term to the correct statement.

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Term Statement Correct term
1. Circle of support A. A formal course of action that sets

out goals and actions based on client
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needs and desires
2. Individualised plan B. Identification of existing or possible

hazards or concerns with client
wellbeing that may have a detrimental
impact on outcomes sought for clients
3. Organisation’s reporting C. Planning based on the individual’s

requirements strengths and needs which involves
discussion with the individual and
others who they wish to be involved in
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setting goals, and identifying the
support required in their achievement
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4. Person-centred planning D. Comprises people who come
together at various levels to help the
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achieve their individualised plan
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5. Disability E. Client rights and entitlements are
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ignored or abused and the expected
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A social rights infringement can also
be a result of discrimination under the
Disability Discrimination Act 1992.
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Social rights infringement can be a

result of sexual or physical assault
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6. Self-monitoring F. Reporting to government-funded

authorities, as required under
accreditation, and adherence to
expected standards of delivery
7. Situation of risk or G. A client’s regular evaluation on

potential risk progress made on their individualised
plan
8. Social rights H. Requires that clients be encouraged

infringement to make informed life-choice
decisions, and that the support worker
is conscious of the rights of the client
to self-determination and to make
informed decisions based on
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developing their interests, learning

new knowledge and skills and
pursuing recreational pursuits
9. Variations in client’s I. Any limitation, restriction or

circumstances impairment that restricts activities of
everyday living for at least six months
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10. Dignity of risk J. Changes from the norm in terms of a

client’s situation and circumstances.
Includes changes in appearance and a
fall or observed injury, such as torn
skin or bleeding
Answers
1: D; 2: A; 3: F; 4: C; 5: I; 6: G; 7: B; 8: E; 9: I; 10: H
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4. Short-answer questions
op e 1. Why should you confirm individualised planning details with a client who is in need of
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support?
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• Part of person centred-planning
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•
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Should respond to client needs
Consistent with individual rights

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• Client is own best expert
2. What are the reasons for a complaints procedure for your clients?
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• Ensure services are responsive to client needs
• Important for continuous improvement
• Required for accreditation
3. Why is it important to include a client’s family and personal carers as a part of the support
team?
• This is the circle of intimacy, which is often used with younger people with a disability.
The aim is to empower individuals to overcome their disability to achieve their
lifetime goals.
• Family and personal carers become key stakeholders in supporting the client, with the
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assistance of others in the wider circle of support.
• Useful for:
Ø pursuing goals or expected outcomes to be achieved

Ø identifying required resources and services, and formulating strategies for their
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achievement.
4. What is meant by a risk assessment, and how does it apply to the dignity of risk?
• Used to identify existing or possible hazards or concerns related to client wellbeing

that may have a detrimental impact on outcomes sought for clients.
• Risk assessment involves three steps:
1. Identification of risk factor

2. Analysis of the risk factor to determine the likelihood of its having an impact on
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the client’s health, safety or wellbeing
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3. Elimination or control of risk.
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• Dignity of risk requires that clients be encouraged to make informed life-choice
decisions involving actions or inactions.
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C g • However, in making decisions, a risk assessment is useful in minimising harmful
outcomes to health and safety that may occur.
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y 5. Why is it important to complete and store information according to the policies and
procedures of your organisation?
The maintenance of all required documentation, in terms of filing, storage and retrieval, is the
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responsibility of your organisation. Client records are working documents that must be
accessible to all authorised staff members involved in the support of clients, and should
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adhere to all privacy requirements.

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Assessment site
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Outcomes
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In responding to the assessment, did the learner meet the submission (ü)
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requirements as below?
Yes No
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•
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True-or-false questions
• Multiple-choice questions
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•
•

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Definition questions
Short-answer questions

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(ü)
Assessor name:
Assessor signature:
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Date:

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TASK 3
Extension activity
Each student must complete the extension activity in this section, which apples knowledge
Assessment
and skills learnt in the chapter to either a task in the workplace or a simulated workplace
instructions activity.
Evidence
The student should provide evidence of their own involvement
required
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context
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Knowledge
evidence
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Performance
evidence
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Assessment
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All questions must be answered by a written response, with evidence provided to

conditions substantiate workplace involvement, if required
Materials and
• Access to a computer (if submitting electronically)
resources
• Pen and paper (if submitting in handwritten format)
required
Assessor
See below.
intervention
In the event that you have difficulty understanding the assessment tasks due to language
Reasonable or other difficulties, your trainer will attempt to make reasonable adjustments to the
adjustments assessment by arranging a response to be provided orally. This is consistent with providing
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trainees with language or other difficulties every opportunity to achieve competency.
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Task You are required to apply individualised planning as the basis for the support of three
individual clients in the workplace or in a simulated environment that reflects workplace
conditions.
Individualised planning should be based around the following four elements:
1. Determining support needs

2. Providing support services
3. Monitoring support services
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4. Completing reporting and documentation.
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The performance criteria for each element should be used to determine competence.
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The workplace or simulated environment, consistent with CCCS015 Provide Individualised
Support, should satisfy the following conditions for the unit:
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• Use of suitable facilities, equipment and resources, including:
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Ø individualised plans and equipment outlined in the plan
y Ø infection control policies and procedures

Ø modelling of standard industry operating conditions and contingencies,
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including involvement of real people when using relevant equipment.

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Assessment site
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Outcomes
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In responding to the assessment, did the learner meet the requirements of
(ü)
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the extension activity as below?
Yes No
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Student has provided evidence of applying individualised planning to three

individual clients in the workplace or in a simulated environment that reflects
workplace conditions.
The evidence has demonstrated competence in determining, providing, monitoring
and documenting support services within the limits established by an individualised
plan from a workplace or a simulated workplace environment.
The criteria to determine successful outcomes has been based around:
• 1. Determining support needs:
Ø 1.1 Interpreted and clarified own role
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Ø 1.2 Confirmed individualised plan details
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Ø 1.3 Ensured the person was aware of their rights and complaints
procedures
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Ø 1.4 Worked with the person to identify actions and activities
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C g Ø 1.5 Prepared for support activities according to the person’s
individualised plan and preferences, and organisational policies,
e ga
protocols and procedures
•
y
2. Providing support services:
pl n
Ø 2.1 Conducted exchanges with the person to develop and maintain

trust
m Ce
Ø 2.2 Provided support according to the individualised plan, client

preferences and strengths, and organisation policies, protocols and
procedures
Ø 2.3 Assembled equipment as and when required
Ø 2.4 Respected and included the person’s family and/or carer
Ø 2.5 Provided support according to duty of care and dignity of risk
Ø 2.6 Provided assistance to maintain a safe and healthy environment
Ø 2.7 Provided assistance to maintain a clean and comfortable
environment
Ø 2.8 Respected individual differences to ensure maximum dignity and
Sa
privacy
Ø 2.9 Sought assistance when required
• 3. Monitoring support services
Ø 3.1 Monitored to ensure that the required standard of support was

maintained
24

Ø 3.2 Involved the client in discussions about how support services were
Ø meeting their needs
Ø 3.3 Identified aspects of the individualised plan that might need review
Ø 3.4 Participated in discussion in a manner that supported self-
monitoring determination
You may wish to consult with criteria for elements 1 to 4 in CHCCCS015 for more
details
y
4. Completing reporting and documentation
Ø 4.1 Maintained confidentiality and privacy
nl
Ø 4.2 Complied with organisational informal and formal reporting
op e
requirements
O
4.3 Identified and responded to situations of potential or actual risk
C g Ø
Ø 4.4 Identified and reported signs of additional or unmet needs

e ga
yØ
Ø
4.5 Completed and maintained documentation
4.6 Stored information according to organisation policy and protocols

pl n
m Ce

(ü)
Sa
Assessor name:
Assessor signature:
Date:
25

TASK 4
Observation third-party report
STUDENT INSTRUCTIONS
An observation checklist is to be completed by a third party or a supervisor assessor in the
workplace. Third parties must be able to document the activity they observe and/or collect
Assessment
physical evidence that demonstrates the student’s ability to achieve critical aspects of
instructions assessment involving knowledge and skills and their application to the workplace.
y
Observations based on a workplace delivering ageing, disability and home and community
Evidence
support
required
nl
op e
O
context
C g
e ga
Knowledge
y
evidence

The candidate must show evidence of the ability to complete tasks outlined in elements
pl n
Performance and performance criteria of this unit, to manage tasks and to manage contingencies in the
evidence context of the job role. There must be evidence that the candidate has:
m Ce
• used individualised plans as the basis for the support of three individuals.
Skills must have been demonstrated in the workplace or in a simulated environment that
reflects workplace conditions. The following conditions must be met for this unit:
Assessment • use of suitable facilities, equipment and resources, including:
conditions Ø individualised plans and equipment outlined in the plan
Ø infection control policies and procedures
• modelling of standard industry operating conditions and contingencies, including
involvement of real people when using relevant equipment.
Materials and Suitable facilities, equipment and resources, including individualised plans and equipment
resources outlined in the plan
required
Sa
Assessor
See below.
intervention
26

In the event that you have difficulty understanding the observation requirements due to
Reasonable language or other difficulties, your trainer will arrange an individual interview with an
adjustments interpreter if required. This is consistent with providing trainees with language or other
difficulties every opportunity to achieve competency.
SUPERVISOR INSTRUCTIONS
Learner’s name
RTO
y
Company name
Contact name and
nl
position
Workplace The training package recommends that the unit listed above be assessed in a
op e
supervisor workplace. We seek your support in gathering evidence about the performance of
O
this learner. This learner’s trainer/assessor will also be collecting evidence about
C g this unit by directly observing the learner.
Agreement checklist q The unit of competency (UoC) summary has been explained to me.
e ga
(ü)
y q I understand the learning outcomes expected in this UoC and how they apply
in a workplace environment.
q I understand my role in providing this third-party report and am willing to
participate in the assessment process.
pl n
m Ce
Signature: Date: / /
Third parties must be able to document the activity they observe and/or collect physical
Assessment
evidence that demonstrates the student’s ability to achieve critical aspects of assessment
instructions involving knowledge and skills and their application to the workplace.
Observations based on a workplace delivering ageing, disability and home and community
Evidence required
support
Sa
Knowledge evidence Refer to the Mapping Grid.

The candidate must show evidence of the ability to complete tasks outlined in elements
Performance and performance criteria of this unit, to manage tasks and to manage contingencies in the
evidence context of the job role. There must be evidence that the candidate has:
• used individualised plans as the basis for the support of three individuals.
27

Skills must have been demonstrated in the workplace or in a simulated environment that
reflects workplace conditions. The following conditions must be met for this unit:
• use of suitable facilities, equipment and resources, including:
Assessment Ø individualised plans and equipment outlined in the plan
conditions Ø infection control policies and procedures
• modelling of standard industry operating conditions and contingencies, including
involvement of real people when using relevant equipment.
y
nl
op e
O
C g
e ga
y
pl n
m Ce
Sa
28

TASK 4 – SUPERVISOR AND ASSESSOR

CHECKLIST

Supervisor’s name Phone no.
Assessment site
y
nl

Outcomes
op e Satisfactory response
O
In responding to the assessment, did the learner meet the requirements as (ü)
below?
C g Yes No
For knowledge evidence, refer to the Mapping Grid.
e ga

y
For performance evidence, refer to the Mapping Grid.

pl n

m Ce
The learner’s performance was: (ü) £ Satisfactory £ Not yet satisfactory

Documents attached: (ü) £ Yes £ No
Additional comments about the student’s performance in the workplace:

Sa
Workplace supervisor: The information provided is, to the best of my knowledge, an accurate reflection
of the learner’s ability in this work role.
Supervisor name, signature and date:
Assessor name, signature and date:
29

ASSESSOR COMPETENCY CHECKLIST
This section is to be completed by the assessor and used as a final record of learner competency.
All learner submissions, including any associated checklists and cover sheets, are to be attached to this
cover sheet before being placed in the learner’s file.
Learner results are not to be entered into the student database unless all relevant paperwork is
y
completed and attached to this form.
nl
Learner’s Learner’s
op e
name ID
O
Unit code
C g
and name
CHCCC015 Provide individualised support
e ga
Please attach the following student evidence to this form Satisfactorily completed (circle)
Task 1
y Written questions on elements and performance
criteria requiring an extended response
Quizzes on elements and performance criteria requiring

Yes No
pl n
Task 2
a closed response or short-answer response Yes No
m Ce
Task 3 Extension activity

Yes No
Observation third-party report
Task 4 Yes No
Final assessment result for this unit

Competent/Not yet competent
(circle):
Learner’s feedback:
Sa
30

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this learner, and I have
provided appropriate feedback.

Assessor’s name:

Assessor’s signature: Date:

y
Appendix – Assessment matrixes
nl
Performance criteria and elements evidence matrix
op e
O
PERFORMANCE CRITERIA AND ELEMENTS W Q E O
C g
1. Determine support needs
e ga
1.1 Interpret and clarify own role in implementing individualised plan and
y
seek appropriate support for aspects outside scope of own knowledge, skills
or job role
1.2 Confirm individualised plan details with the person and with family and
Q1
Q1
ü
ü
ü ü
pl n
carers when appropriate

ü ü
m Ce
1.3 Ensure the person is aware of their rights and complaints procedures Q1 ü
ü ü
1.4 Work with the person to identify actions and activities that support the Q1, 2 ü
individualised plan and promote the person’s independence and rights to ü ü
make informed decision-making
1.5 Prepare for support activities according to the person’s individualised Q1 ü

plan, preferences and organisation policies, protocols and procedures
ü ü
2. Provide support services

2.1 Conduct exchanges with the person in a manner that develops and ü
maintains trust
Q3 ü ü
Sa
2.2 Provide support according to the individualised plan, the person’s Q4 ü

preferences and strengths, and organisation policies, protocols and ü ü
procedures
2.3 Assemble equipment as and when required according to established Q4 ü ü ü

procedures and the individualised plan
31

2.4 Respect and include the family and/or carer as part of the support team Q4 ü ü ü
2.5 Provide support according to duty of care and dignity of risk Q4 ü ü ü

requirements
2.6 Provide assistance to maintain a safe and healthy environment Q4 ü ü ü
2.7 Provide assistance to maintain a clean and comfortable environment Q4 ü ü ü
2.8 Respect individual differences to ensure maximum dignity and privacy Q4 ü ü ü

when providing support
y
2.9 Seek assistance when it is not possible to provide appropriate support Q4 ü ü ü
3. Monitor support activities
nl
3.1 Monitor own work to ensure the required standard of support is ü ü ü
op e
maintained Q5
O
3.2 Involve the person in discussions about how support services are ü
C g Q5 ü ü
meeting their needs and any requirement for change
e ga
3.3 Identify aspects of the individualised plan that might need review and ü ü ü
y
discuss with supervisor
3.4 Participate in discussion with the person and supervisor in a manner that
supports the person’s self determination
Q5
Q5
ü ü ü
pl n
4. Complete reporting and documentation

m Ce
4.1 Maintain confidentiality and privacy of the person in all dealings within ü
Q6 ü ü
organisation policy and protocols
4.2 Comply with the organisation’s informal and formal reporting ü ü ü

requirements, including reporting observations to supervisor Q7
4.3 Identify and respond to situations of potential or actual risk within scope ü ü ü
of own role and report to supervisor as required Q7
4.4 Identify and report signs of additional or unmet needs of the person and ü ü ü
refer in accordance with organisation and confidentiality requirements Q7
4.5 Complete and maintain documentation according to organisation policy ü ü ü

and protocols Q7
4.6 Store information according to organisation policy and protocols ü

Sa
Q7 ü ü
N.B. All elements and performance criteria are listed as per unit of competency.
W and Q assessment items are cross-referenced to relevant performance criteria.
32

E and O are holistic assessment units and are likely to cover all elements indicated by a tick.
Required knowledge evidence matrix

The range and variety of assessment in W, Q, E and O confirm that the required knowledge, as identified
in the unit of competency, has been addressed.
Required knowledge W Q E O
Required knowledge is listed in the unit of competency as
y

follows:
nl
Rationale and processes underpinning individualised support planning and ü ü
delivery:
op e
basic principles of person-centred practice, strengths-based
ü ü
O
practice and active support
C g
• documentation and reporting requirements
e ga

y
Roles and responsibilities of different people and the communication
between them:
• carers and family

ü ü
pl n
• person being supported ü ü

m Ce
• health professionals
• individual workers
• supervisors
Service delivery models in the relevant sector ü ü ü ü
Legal and ethical requirements and how these are applied in an ü ü

organisation and individual practice, including:
• privacy, confidentiality and disclosure
• duty of care
ü ü
Sa
• dignity of risk
• human rights
• discrimination
• mandatory reporting
33

• work role boundaries – responsibilities and limitations
Factors that affect people requiring support ü ü ü ü
Practices that support skill maintenance and development ü ü ü ü
Indicators of unmet needs and ways of responding ü ü ü ü
Risk management considerations and ways to respond to identified risks ü ü ü ü

N.B. W and Q assessment items are cross-referenced to relevant knowledge and skills from the unit of
competency.
y
E and O are holistic assessment units and are likely to cover all areas indicated by a tick.
nl

op e
Employability skills evidence matrix
O
C g
Employability skill Example of employability skill Assessment task
e ga
W Q E O
y
Communication
Use questioning and active listening to
ascertain and respond to client needs.
ü ü
pl n
Effectively participates in a work team and to

Teamwork ü ü
support team members.
m Ce
Demonstrate sensitivity to client needs and

Problem solving concerns and shows awareness of problem ü ü

solving approaches
Seeks opportunities for quality improvements

Initiative and enterprise and to provide ideas for team members and ü ü

supervisors in context of job role.
Able to communicate and strive for goals and

Planning and organisation future actions to the benefit of team ü ü

members and clients.
Able to manage own job role with minimal

Self-management ü ü
supervision by others
Sa
Readily seeks opportunity for continuous

Learning improvement through formal and informal ü ü
learning
Uses a range of technology applications in the

Technology context of job role and availability of ü ü

equipment and accepted procedures
34

N.B. W and Q assessment items are cross-referenced to employability skills.
E and O are holistic assessment units and are likely to cover all areas indicated by a tick.
EVIDENCE-GATHERING TECHNIQUES LEGEND
W = Written workbook assessment activities
Q = Quizzes on content
E = Extension activity
y
O = Supervisor/third-party/assessor demonstration report
nl

op e
O
C g
e ga
y
pl n
m Ce
Sa
35

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CHCCS015

Provide individualised support

2017 © Cengage Australia Version 1.0

ASSESSMENT TASK COVER SHEET

Learner, please ensure that:

Learner’s name: _______________________________

2017 © Cengage Australia Version 1.0

when using relevant equipment.

• An observation third-party report.

2017 © Cengage Australia Version 1.0

Assessment methods – definitions

Assessment method Evidence to be collected

op e assessment involving knowledge and skills, and their

2017 © Cengage Australia Version 1.0

All questions must be answered fully and in detail, where required.

2017 © Cengage Australia Version 1.0

Answers should highlight the importance of:

• making sure the client is aware of their rights

• helping the client to identify goals and activities

which restricts the client’s lifetime options.

• Demonstrating courtesy involves appropriate relationship-building and effective communication

to what a client has to say.

2017 © Cengage Australia Version 1.0

2017 © Cengage Australia Version 1.0

Reports cover areas including:

the individualised support plan are indicated

2017 © Cengage Australia Version 1.0

TASK 1 – ASSESSOR CHECKLIST

Assessor’s name Phone no.

Assessment date/s Time/s

The learner’s performance was:

2017 © Cengage Australia Version 1.0

2017 © Cengage Australia Version 1.0

2017 © Cengage Australia Version 1.0

Tasks 1. True or false

3. Individualised planning should be based on identifying strategies in the pursuit of individual

8. It is not necessary to consult with a guardian if a client is unable to make decisions, to

11. Demonstrating courtesy involves appropriate relationship-building and effective

2017 © Cengage Australia Version 1.0

18. Client self-monitoring of individualised planning assists in building on strengths and

2. Which of the following statements about the extent of disability is incorrect?

2017 © Cengage Australia Version 1.0

op e A. There is an inclusive approach, with involvement by families, friends and personal

ensure their feedback and input in terms of:

A. are designed by experts

D. all of the above are correct

7. Which of the following is incorrect? Individualised planning sessions for clients:

A. decide actions and activities in relation to group goals

2017 © Cengage Australia Version 1.0

D. respect the client as their own expert

8. The recording of planning activities is required for:

A. reviewing progress on individualised plans

op e B. speak to the person directly and not through another person

y 10. Which of the following relates to a strengths-based practices?

11. A deficit-focused approach to individualised planning, in contrast to a strengths-based

2017 © Cengage Australia Version 1.0

op e A. bullying and physical violence

A. The client is failing to support policies.

B. The client is becoming more dependent on others.

1: D; 2: A; 3: D; 4: A; 5: C; 6: D; 7: A; 8: D; 9: C; 10: D; 11: C; 12: B; 13: D; 14: D; 15: D

Students should match the term to the correct statement.

Term Statement Correct term

1. Circle of support A. A formal course of action that sets