CHCDIS011&CHCDIS020 Knowledge Assessment.v1

Student Name: Aryan
STUDENT
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Table of Contents
Assessment Overview 5
Assessment Task Summary 5
Assessment Documents 6
Required Additional Documents 6
Assessment Task Cover Sheet 6
The Assessment Process and Your Rights 6
Submitting your Assessment Tasks 6
Assessment Attempts and Resubmissions 7
Assessment Outcomes 7
Assessment Outcome Summary 7
Plagiarism, Cheating and Collusion 7
Assessment Appeals 8
Reasonable Adjustment 8
Information about Assessment 8
Dimensions of Competency 8
Principles of Assessment and Rules of Evidence 9
Principles of Assessment 9
Rules of Evidence 9
Glossary of Instructional Task Words 10
Assessment Plan 11
Assessment Task Cover Sheet – Assessment Task 1 13
Assessment Task 1: Knowledge Questions 15
Assessment Checklist: Assessment Task 1 46
Assessment Task 2: Case Studies 51
Assessment Checklist: Assessment Task 2 57
Assessment Task 3: Contributing to Skills Development – Hamilton 62
Part A: Review the Individual Support Plan for Your Client 62
Assessment Checklist: Part A 66
Part B: Planning Skills Development 68
Assessment Checklist: Part B 70
Verbal Questions 72
Part C: Complete and Distribute Documentation 74
Assessment Checklist: Part C 75
Part D: Complete a Referral 77
Assessment Checklist: Part D 78
Part E: Implement Skills Development 80
Assessment Checklist: Part E 82
Verbal Questions 84
Part F: Maintain Client Documentation 86
Assessment Checklist: Part F 87
Assessment Task 4: Contributing to Skills Development – Trudy 91
Part A: Review the Individual Action Plan for Your Client 91
Assessment Checklist: Part A 93
Part B: Plan Skills Development 94
Assessment Checklist: Part B 96
Verbal Questions 99
Part C: Complete and Distribute Documentation 101
Assessment Checklist: Part C 102
Part D: Implement Skills Development 104
Assessment Checklist: Part D 106
Verbal Questions 108
Part E: Maintain Client Documentation 110
Assessment Checklist: Part E 110
Assessment Outcome Summary 121
Assessment Outcome Summary Table: Work in Disability 121
Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for Work in Disability, which consists
of the following units:
▪ CHCDIS011 Contribute to ongoing skills development using a strengths-based approach
▪ CHCDIS020 Work effectively in disability support.
Assessment Task Summary

This cluster requires you to complete five assessment tasks. You must satisfactorily complete all tasks to
achieve competency for the units in this cluster.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Knowledge Questions You must answer knowledge questions in an open book
Knowledge written assessment.
Questions
Assessment Task 2: Case Study Questions You must demonstrate the application of knowledge of
Case Studies providing client support by answering a series of case
study questions. There are three case studies to provide
a response to.
Assessment Task 3: Project and Role Plays This task consists of six parts:
Contributing to Skills
Development – ▪ Part A: Review the Individual Support Plan for Your
Hamilton Client
▪ Part B: Plan Skills Development
▪ Part C: Complete and Distribute Documentation
▪ Part D: Complete a Referral
▪ Part E: Implement Skills Development
▪ Part F: Maintain Client Documentation
Assessment Task 4: Role Play This task consists of five parts:

Contributing to Skills
Development – Trudy ▪ Part A: Review the Individual Action Plan for Your
Client
▪ Part B: Plan Skills Development
▪ Part C: Complete and Distribute Documentation
▪ Part D: Implement Skills Development
▪ Part E: Maintain Client Documentation

Assessment Documents
Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this cluster. You will require them to complete the assessments for this unit/cluster.
▪ Case Notes – Hamilton Ng
▪ Case Notes – Trudy Lions
▪ Client Permission Form
▪ Individual Action Plan – Hamilton Ng
▪ Individual Action Plan – Trudy Lions
▪ Banksia Care supporting documents (accessible from the Banksia Care website):
– AP SD1 Individual Support Plan

– AP2 Consumer Needs Policy and Procedure
– DC3 Privacy and Confidentiality Policy and Procedure
– G4 Record Keeping Policy and Procedure
– G7 Mandatory Reporting Policy and Procedure
– HR SD1 Position Description – PCW
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– PC T1 Incident, Injury, Trauma and Illness Record
– PC T4 Referral Form
– SE1 Customer Service Policy and Procedure
– SE8 Code of Conduct Policy and Procedure
– SE3 Duty of Care Policy and Procedure.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please
fill it in for each task where you need to submit items for assessment, making sure you sign the student
declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the
back of the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the
instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it.
You may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them
as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third
attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for
assessment, which may involve additional training and time to consolidate your skills and knowledge. When
you are required to resubmit, you may be required to:
▪ Resubmit incorrect answers to questions (such as written tasks and case studies)
▪ Resubmit part or all of a project, depending on how the error impacts on the total outcome of the
task
▪ Redo a role play after being provided with appropriate feedback about your original performance
▪ Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example,
you may:
▪ Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ Be provided with feedback about your performance in a role play and then being required to
complete the role play again at a future meeting with your assessor
▪ Need to complete workplace-based tasks again during the same workplace visit or additional
workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS).
You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or
more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet
Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory
outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll
be given feedback about what needs to be addressed in your resubmission.
Assessment Outcome Summary

The Assessment Outcome Summary records the task and overall unit results for the units of
competency in this cluster. The results for each attempt at each task must be recorded in the Assessment
Outcome Summary. For clustered assessments, the summary indicates which tasks relate to each unit in the
cluster.
Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the
Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a
unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks
have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit
Results box.
Plagiarism, Cheating and Collusion
Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is
considered academic misconduct. The definitions of each of these are below.
▪ Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
▪ Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This includes
material from any sources such as staff, students, texts, resources and the internet, whether published or
unpublished.
▪ Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures
which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need
to lodge your request for an appeal within a certain amount of time from the original decision being made.
You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your
Student Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
▪ The views of the student
▪ The potential effect of the adjustment on the student and others
▪ The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.1[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
Information about Assessment
1[1]
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The
dimensions of competency ensure the person being assessed has the skills to perform competently in a
variety of different circumstances. To be competent, you must demonstrate the following:
▪ Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
▪ Task Management Skills: These are skills in organising and coordinating, which are needed to be
able to work competently while managing a number of tasks or activities within a job.
▪ Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
▪ Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills and
knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of
assessment (definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs)
2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
▪ Validity
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
– Assessment against the unit/s of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance
– Assessment of knowledge and skills is integrated with their practical application
– Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
– Judgement of competence is based on evidence of learner performance that is aligned to the
unit/s of competency and associated assessment requirements.
▪ Reliability
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
▪ Flexibility
‘Assessment is flexible to the individual learner by:

– Reflecting the learner’s needs
– Assessing competencies held by the learner no matter how or where they have been acquired
– Drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
▪ Fairness
‘The individual learner’s needs are considered in the assessment process.
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
▪ Validity
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
▪ Sufficiency
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
▪ Currency
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
▪ Authenticity
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and
‘list. These words will guide you as to the level of detail you must provide in your answers. Some questions
will also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
▪ Define – This means you should explain the meaning or interpretation of a term or concept in your
own words, including any qualities which are essential to understanding.
▪ Describe – This means you should outline the most noticeable qualities or features of an idea, topic
or the focus of the question.
▪ Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
▪ Evaluate – This means you must judge or calculate the quality, importance, amount, or value of
something. You must provide an in-depth answer with as much detail as possible.
▪ Explain – This means you need to make something clear or show your understanding by describing
it or providing information about it. You will need to make clear how or why something happened or is the
way it is.
▪ Identify – You must recognise something and indicate who or what the required information is. The
length of the answer should be guided by what you are being asked to identify.
▪ List – You must record short pieces of information in a list form – with one or two words, or
sentences on each line.
▪ Outline – You must give a brief description of the main facts or sequence of events about
something. The length of the response should be guided by what you are required to outline. As long as you
include the main facts or points, then that’s enough.
▪ Summarise – You must express the most important facts or points about something in short and
concise form.
Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all
assessment requirements outlined below to achieve competency for this all units in this cluster.
Your assessor will provide you with the due dates for each assessment task. Write them in the table
below.
Assessment Tasks Due Date
1. Assessment Task 1: Knowledge Questions
2. Assessment Task 2: Case Studies
3. Assessment Task 3: Contributing to Skills Development – Hamilton
4. Assessment Task 4: Contributing to Skills Development – Trudy
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
◻ ◻
Have you read and understood what is required of you in terms of
assessment?
Yes No
◻ ◻
Have you read and understood the RTO’s policies and procedures related
to reassessment?
Yes No
◻ ◻
Do you understand the requirements of this assessment?
Yes No
◻ ◻
,Do you agree to the way in which you are being assessed?
Yes No
◻ ◻
Do you have any special needs or considerations that must be made in
preparation for this assessment? If yes, what are they?
Yes No
____________________________________________________________
______
◻ ◻
Do you understand your rights to appeal the decisions regarding
assessment?
Yes No
Student Name: ______Aryan____________________________________________
Student Signature: ________________aryan_______________________________ Date:

_24/03/2024______________
Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date:
_______________
Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.
Name: Aryan
Date of
24/03/2024
submission:
Cluster: Work in Disability
▪ CHCDIS011 Contribute to ongoing skills development using a strengths-

Units: based approach
No. of
Pages in
Submission:
Assessor to complete
Is this
Satisfact a
ory/ reassessment?
Assessment Task Number & Title Not satisfactory Date Y/N
Assessment Task 1: Knowledge Questions
STUDENT DECLARATION
I _________________Aryan_________________________________ declare that these tasks are
my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this
work.
� I have correctly referenced all resources and reference texts throughout these assessment tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
Student Signature: __________Aryan_____________________________________ Date:

_24/03/2024______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
The following assessment tasks use a simulated aged care facility called Banksia Care.
To complete the assessment tasks, students will need to access information,
templates, policies and procedures associated with Banksia. These documents can be
accessed on Banksia’s intranet (accessible via the website). To access, head to
http://banksia.eduworks.com.au/, navigate to the staff intranet and enter your RTO’s
username and password prior to completing your assessment tasks.
In this task, you will demonstrate your knowledge by answering a series of

questions that relate to this unit of competency.
You must answer all questions correctly to achieve a satisfactory outcome for this
TASK SUMMARY task.
RESOURCES AND ▪ Access to a computer.

EQUIPMENT
REQUIRED ▪ You may use your learning materials as a reference if required.
▪ Banksia Care supporting documents (accessible from the Banksia Care

website):
– HR SD1 Position Description – PCW.
WHERE AND WHEN

THIS TASK WILL BE
▪ You must complete this task in your own time or at a time allocated by your
trainer/assessor.
COMPLETED ▪ Your assessor will provide you with the due date for this assessment task.
WHAT HAPPENS IF You need to answer all questions correctly to be marked Satisfactory for this task. If
you answer any questions incorrectly you will need to resubmit your answers to
YOU GET
those questions again. Your assessor will provide you with a due date by which you
SOMETHING must resubmit your new responses. You have up to three attempts to achieve a
WRONG? Satisfactory outcome.
SUBMISSION
REQUIREMENTS ◻ Your answers for each question.
▪ Answer all questions below by indicating your response to each question in the
space provided.
▪ You may use your learning materials as reference if required.

TASK INSTRUCTIONS
▪ You must answer all questions and their parts correctly to achieve a
Satisfactory outcome for this task.
QUESTION
a) Considering access and equity, do you think the problem lies with the person in the wheelchair or the
environment the person is in? Explain your answer.
b) Describe this picture in terms of access and equity.

c) Determine if this is individual or structural discrimination and explain why.
d) Explain what federal legislation and/or standard is being breached in this picture and why. What
legislation from your state would apply?
QUESTION
Scenario
Jeremy is 12 years old. He has a mild intellectual disability and very bad eczema, which leaves his skin
itchy and raw. He goes to the local school where there is a reputation for bullying. Several children in the
school call Jeremy ‘Dumb scratch’.
Sometimes the bullies take his school bag and tip his lunch onto the ground. ‘You don’t need food anyway
– freaks don’t deserve to eat!’ they yell at him.
Jeremy tells his teacher, but the teacher says, ‘Toughen up and get over it!’
a) How do you think the response to Jeremy’s disabilities will contribute to his quality of life in the future?
Describe three ways.
b) Discuss how the behaviour of the bullies and the teacher are examples of individual discrimination.
What can be done to remove the discrimination?
Scenario
Peter is 12 years old. He has a mild intellectual disability and a speech impediment, which makes it difficult
for people to understand him.
He goes to the local school, which has a reputation for inclusiveness. Peter has a teacher’s aide who
assists him in the classroom. She has been working with him for some time and can understand his
speech easily and she will help Peter get his message across if he is struggling.
The teacher’s aide works closely with Peter’s speech therapist. Peter has been buddied up with a boy of
his own age, Martin. Peter knows he can always go to Martin if he has any problems.
A new child at the school called Peter an insulting name and started to imitate his speech. This was
reported to the principal, who called the new child into his office and explained why his behaviour was
inappropriate. The child apologised to Peter, and they ended up playing football together.
Peter is good at art and sport. The school makes sure there are plenty of opportunities to build on these
skills – not only for Peter but for all the children.
Peter enjoys going to school. Sometimes the work is hard, but the teachers and the teacher’s aide always
spend time to help him understand. He is starting to reap the benefits of speech therapy, and he is
improving his ability to communicate.
c) How do you think the response to Peter’s disabilities will contribute to his quality of life in the future?
Describe three ways.
Scenario
In days gone by, disengagement for people with an intellectual disability was a major problem. Many
people were left spending most of their day doing nothing, just waiting for something to happen – bathing,
feeding, clothing and so on, but engagement in everyday activities was impossible.
Person-centred active support is a support mechanism to provide the right amount of assistance to assist
a person to be engaged and to exercise choice and control over their lives.
d) An important part of person-centred active support is breaking tasks into simple steps.
Imagine you have a client who enjoys cooking. Write down all the steps involved in making a simple
dessert – fruit salad with ice cream. Make sure you include the opportunity for choice in the steps.
e) Choose one of the steps that you wrote above.
Use the ASK–INSTRUCT–PROMPT–SHOW–GUIDE approach to explain how you would do each of
these to support a client with this step.
The first one has been completed as an example for you.
ASK Would you like to peel the banana?
INSTRUCT
PROMPT
SHOW
GUIDE
f) If you found that your client could quite easily do the task after you prompted them, what would you
do next time you were helping them with this task?
QUESTION
Scenario
Henry was raised in a family of atheists.
When Henry was in his 20s, he had a car accident that left him a paraplegic. During his recovery, he met a
Catholic priest who talked to him about spiritual matters.
Henry was very taken by the Catholic religion. He started attending services in the hospital and reading
the bible the priest gave him. His newfound religion gave him the strength to carry on.
After his release from hospital, Henry asks his family if they will take him to church on Sundays. His family
are disgusted that he has found religion and says he must forget all that religious rubbish. There is no way
they will take him to church, and if the priest comes to visit the door, it will be shut in his face.
Henry is depressed. He cannot get to church without his family’s support.
Is this an invasion of Henry’s human rights? Explain your answer, making sure you refer to the United
Nations Convention on the Rights of Persons with Disabilities.
QUESTION
Scenario
Massimo works with people with intellectual disabilities. Today he has taken a group of five adolescents to
the park for an outing. They have skateboards and he takes them to the skate park, which he does each
week. They always enjoy their outing and, because they are good friends, there is never any trouble.
Today a pretty young woman is at the skate park with her little brother. She is around Massimo’s age.
She and Massimo start talking, and they enjoy each other’s company. Massimo asks her for her number
when her brother is ready to go home. She tells him she has a pen in the car.
Massimo checks on his clients and because they are playing nicely, he leaves them to go to the car park.
The car park is not in the direct line of sight of the skate park. Massimo gets the phone number, and they
chat for another 15 minutes.
All of sudden Massimo hears yelling from the skate park. He runs back to find one of his clients, Mike, has
been pushed off his skateboard by a bully. Apparently, the bully had laughed at them all. Mike had gotten
angry at him, so the bully pushed him off his board.
Mike has hit his head on the concrete, and he has a nasty gash, which is pouring blood.
Massimo feels bad as he could have dealt with the bully if he had been there.
a) What was Massimo’s duty of care to his clients?
b) How has Massimo breached his duty of care?
c) What are the consequences of Massimo’s actions?

d) What should Massimo have done when the woman said she needed to get a pen from her car?
e) What documentation will Massimo need to complete?
QUESTION
Scenario
Gary has ADHD. He is disruptive, noisy, fidgety and frustrated and finds it very difficult to stay on task.
Gary’s mother is going crazy. She feels like she is yelling at him all the time to stop, be quiet, sit still or get
on with his homework.
a) What advice would you give to Gary’s mother to use positive reinforcement techniques to assist Gary in
managing his behaviour? Provide three examples to assist Gary’s mother.
b) List four things that might motivate Gary to learn.

c) What are three things that might demotivate Gary to learn?
QUESTION
Scenario
‘Boundless Canberra’ is an ‘all abilities’ playground that has opened in Canberra, ACT. The playground
provides a space where everyone can meet and play, regardless of their abilities. The play equipment is
easily accessible for people of all abilities without being specifically designated ‘disabled access’.
The community is encouraged to use the playground and to support it through fund raising and other
activities.
(More information can be found at https://www.roamthegnome.com/boundless-playground-canberra/)
a) In what way do projects such as this contribute to community education?
b) What opportunities does the playground give to community groups? Suggest two.
QUESTION
Match the roles and responsibilities listed in the table to the following people involved in providing disability
support:
a) Support worker
b) Supervisor
c) Carer
d) Family
e) Health professional
Roles and Responsibilities Correct Answer
Understands and communicates organisational aims and standards
Booking and going to appointments with clients
Referral to other health professionals when required
Set boundaries
Delivery of care within the scope of their practice
Cleaning, grocery shopping and gardening
Undertakes risk assessments
Monitors safety
Plan excursions and transport
Daily care for the person needing support
QUESTION
Summarise the human rights framework that exists in Australia for persons with disabilities.
QUESTION
Positive behaviour support includes eight steps to help someone displaying challenging behaviours. List and
briefly describe the eight steps.
QUESTION
Indicate true or false to the questions below.
Question True or False
Providing a suggestion board or box for satisfaction comments and improvements is one
way to consult with people with a disability.
People with a disability don’t require representation in advisory and reference groups.
To consult with people with a disability, you should incorporate verbal and/or visual
opportunities for feedback.
Inclusive consultation and engagement take into account a variety of access and
communication requirements.
When people have the same disability, their requirements will be the same.
You should always have available and promote an accessible complaints process when
working with people with a disability.
QUESTION
When you advocate for a person with a disability, you are also supporting them in learning the skills of
advocating for themselves. Briefly outline four skills to achieve effective advocacy.
QUESTION
Scenario
June is a 22-year-old living with Down Syndrome. She lives in a share house with three other people with
Down Syndrome and has a job she enjoys. Her Individual Support Plan was put in place to help her learn
to interact confidently with others, manage her finances and learn the skills of living on her own such as
paying her bills, cooking, and cleaning.
June’s support worker, Karen, visits to take her shopping for food. While they are out, June excitedly tells
Karen that she has met a young man at work who wants to take her out on a date. June says that he
thinks she is really funny, and wants to go to dinner and a movie. June confides to Karen that she hopes
she will get her first kiss.
Karen is worried that June could be taken advantage of or harmed in some way during the date, as she
hasn’t had any experience with the physical side of a relationship. Karen tells June that she can’t go on the
date and that June needs to call the young man and tell him she won’t be going when they arrive back at
June’s house.
a) Explain what dignity of risk means.
b) Explain how Karen’s response interferes with June’s dignity of risk.
c) What should Karen have done instead of telling June she couldn’t go?
QUESTION
Match the risk area for abuse or a systemic issue with the correct definition.
Risk Area for Abuse/ Correct Definition

Systemic Issues Answer
Paternalism a) Negative attitudes or discrimination against someone based on

a distinguishing characteristic such as a mental illness, health
condition, or disability.
Social isolation b) The state of depending on or trusting in something or

someone which makes it harder to report abuse.
Misconceptions c) Interference by the state, a group, or an individual with

another person, defended on the basis that ‘it was for that
person’s good’.
Reliance on others d) Ascribe lower quality of life to a person living with a

disability (e.g. paraplegia, blindness, brain injury) than the
person does themselves.
Ableism e) The state of having minimal contact with others which

means the person is less likely to have someone check up
on them.
Stigma f) A view or opinion that is incorrect because based on faulty

thinking or understanding.
Value judgement g) The discrimination of and social prejudice against people

around quality of life with disabilities based on the belief that typical abilities are
superior.
QUESTION
List and briefly describe three types of abuse experienced by people with a disability. Provide at least four
signs/indicators for each type of abuse listed that you would look for when monitoring your clients.
QUESTION
Briefly explain delegation and supervision requirements and how the relationship works when tasks are
assigned to support workers by health professionals.
QUESTION
List at least three national and/or state/territory statutory bodies that you need to know about as a support
worker and give a brief description of what they do.
QUESTION
Briefly explain what the Office of the Health Ombudsman is for.
QUESTION
Define the two concepts of consent below:
a) Informed
b) Uninformed
QUESTION
a) Match the definition to the correct National Standards for Disability Services.
Standard Definition Answer
1. Rights a) The standards promote the meaningful inclusion of and

participation in society by people with disabilities, plus that of
their families, friends, and carers.
2. Participatio b) The standards promote the seeking of feedback to improve

n and services at a nationwide and individual level.
Inclusion
3. Individual c) The standards promote effective and accountable management

Outcomes and leadership to maximise outcomes for people with
disabilities.
4. Feedback d) The standards promote the right of the individual to freedom of

and expression and self-determination and to live free from abuse,
Complaints neglect, and exploitation.
5. Service e) The standards promote a person-centred approach that helps

Access people reach their goals through assessment, planning, delivery,
and review.
6. Service f) The standards promote access to, commencement, and exit

Manageme from services in a prompt, equitable, fair, and transparent way.
nt
b) Identify the industry standards body that manages the National Standards for Disability Services.
QUESTION
In Australia, the concept of social and emotional wellbeing has been employed in the National Strategic
Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional
Wellbeing 2017–2023. Outline the purpose of the framework.
QUESTION
Define the following attitudes and stereotypes. Give one example of what it might look like.
a) Paternalism
b) Ableism
c) Stigma
QUESTION
Define what a misconception is and list three common misconceptions that are often attributed to people with
disabilities.
QUESTION
Briefly outline how the value judgement around qualify of live affects people with a disability and give four
examples of dangers this form of misconception might cause when used by health professionals.
QUESTION
Explain the social model of disability and how it has affected the contemporary view of disability support.
QUESTION
Match the activity to the correct category:
a) Care
b) Support
Activity Correct Answer
Help someone eat.
Help someone learn to make a cup of tea.
Help someone find equipment or technology to make a task easier.
Help someone learn to read bus timetables to travel on their own.
Help someone to stay hydrated.
Help someone to go to the toilet.
Help someone to find a job.
QUESTION
Briefly describe what empowerment is for a person receiving support and give two examples of how you
would demonstrate it.
QUESTION
Summarise the concept of social role valorisation as it applies to everyone having the right to live life as they
choose.
QUESTION
Access and read HR SD1 Position Description – PCW (available via the Banksia Care website). Provide an
outline of the reporting lines for this position.
QUESTION
Briefly describe the roles of an interdisciplinary team.
QUESTION
a) List two key organisations within the disability sector.
b) Name the main organisation that provides funding and accreditation for the disability sector.
c) Name the standards that services in the disability sector are accredited against.
QUESTION
Define cultural competency and briefly explain how it applies to the role of disability support work.
QUESTION
According to the State of the Disability Sector Report 2021, briefly outline the four key issues for disability
and community support.
QUESTION
a) Explain the purpose of an individual care plan.
b) Outline what the key contents of an individual care plan are.

QUESTION
Match the type of disability/functional capacity to its definition according to the National Disability Service
(NDS).
Standard Definition Answer
1. Intellectual a) Used to describe multiple disabilities arising from damage to the

brain acquired after birth. Results in deterioration in cognitive,
physical, emotional or independent functioning.
2. Physical b) Refers to sensory impairments associated with severe

restrictions in communication, and participation in community
life. It is not just vision impairment with hearing loss, or
hearing loss with a vision impairment. It is a unique disability
of its own, requiring distinct communication and teaching
practices.
3. Acquired brain c) Encompasses blindness and vision impairment (not

injury corrected by glasses or contact lenses), which can cause
severe restriction in communication and mobility and in the
ability to participate in community life.
4. Neurological d) Encompasses speech loss, impairment and/or difficulty in

(including being understood.
epilepsy and
Alzheimer’s
disease)
5. Deafblind e) Applies to conditions appearing in the developmental period

(dual sensory) (age 0–18 years) associated with impairments of mental
functions, difficulties in learning and performing certain daily
life skills and limitations of adaptive skills in the context of
community environments compared to others of the same
age.
6. Vision f) Includes recognisable symptoms and behaviour patterns

frequently associated with distress, which may impair
personal functioning in normal social activity. Normally
expect there to be a diagnosis. General issues with
behaviour (where there is no specific diagnosis) should be
reflected in the support needs data (for example, support
needs in relation to ‘interpersonal interactions and
relationships’).
7. Hearing g) Applies to children aged 0–5 where conditions have

appeared in the early developmental period, but no specific
diagnosis has been made and the specific disability group is
not yet known.
8. Speech h) Used to describe conditions that are attributable to a physical

cause or impact on the ability to perform physical activities,
such as mobility.
9. Psychiatric i) Encompasses deafness, hearing impairment, hearing loss.
10. Developmenta j) Applies to impairments of the nervous system occurring after

l delay birth.
QUESTION
List five pieces of current terminology used in disability support.
QUESTION
a) Outline the five steps of a risk assessment framework.
b) Describe the risk assessment considerations for the following roles/actions.

Role/Action Risk Assessment Considerations
Personal Care Worker
Working in a person’s
home
Assisting a person to
engage outside of their
regular setting
Planning an activity
Role/Action Risk Assessment Considerations
Medication
QUESTION
Define what are the principles of trauma-informed care.
QUESTION
a) Define what a restrictive practice is and list five types of restrictive practices as defined by the NDIS Act
2013.
b) As the use of restrictive practices is regulated by the NDIS, outline the rules around using them.
QUESTION
a) Provide a definition of Psychosocial disability and brief how it can impact on a person’s life.
b) Outline the differences between psychosocial disability and mental health.
c) Outline the ways in which psychosocial disability can interact with other disabilities.
d) Outline the episodic nature and additional or alternate supports that may be required during different
periods.
ASSESSMENT CHECKLIST: ASSESSMENT TASK 1 Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

Did the student demonstrate the
required level of competence for
each of the following points? Comments Yes No Yes No Yes No
Did the student answer all written

questions correctly in line with the
decision-making rules provided in the
Marking Guide?
If ‘no’ to the above, have arrangements

been made for re-assessment?
Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?
Please outline any reasonable adjustments made for this task here.
Assessment Task 1 Outcomes
Attempt Date Outcome Assessor Name Assessor Signature
◻
Attempt 1
Satisfactory
◻ Not Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
your work.
Name:
Date of
submission:

No. of
Pages in
Submission:
Is this
Satisfact a
ory/ reassessment?
Assessment Task 2: Case Studies
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my
own work.
work.
against me.
Student Signature: _______________________________________________ Date:

_______________
ASSESSOR FEEDBACK
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Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
In this task, you will demonstrate the application of your knowledge of providing
client support by answering a series of case study questions.
TASK SUMMARY There are three case studies to provide a response to.
▪ Access to a computer.
▪ You may use your learning materials as a reference if required.

RESOURCES AND
EQUIPMENT ▪ Banksia Care supporting documents (accessible from the Banksia Care
REQUIRED website):
– G4 Record Keeping Policy and Procedure.
▪ You must complete this task in your own time or at a time allocated by your
WHERE AND WHEN trainer/assessor.
THIS TASK WILL BE
COMPLETED ▪ Your assessor will provide you with the due date for this assessment task.
If this task is marked as Not Satisfactory (N/S), your assessor will provide you with
WHAT HAPPENS IF feedback about which parts of the task were deemed unsatisfactory or insufficient.
You may need to submit the whole task again or only the parts of the task that were
YOU GET
deemed unsatisfactory – your assessor will advise you. Your assessor will provide
SOMETHING you with a due date by which you must resubmit. You have up to three attempts to
WRONG? achieve a Satisfactory outcome.
SUBMISSION
REQUIREMENTS ◻ Your answers to all the questions for each case study.
For this task, begin by reading the case studies and then provide detailed answers
to the questions that follow.
TASK You must answer all questions and their parts correctly to achieve a Satisfactory
INSTRUCTIONS outcome for this task.
CASE STUDY 1
Jemma
Jemma has cerebral palsy. She lives with her sister, Eliza. Eliza has brought Jemma in to be assessed for
a communication aid to assist with understanding Jemma’s speech, which has deteriorated significantly.
Eliza has no trouble understanding Jemma as she is used to how she communicates. Eliza finds now that
she must translate for Jemma when communicating with others. This has a significant effect on Jemma’s
independence.
Apart from her speech, Jemma is quite independent. She uses her wheelchair to get to the local shops
where she likes to go each day. A personal support worker helps her with showering and dressing each
morning.
You will be assisting with this assessment.
QUESTION 1.1
There are several different communication aids available. How can the assessment be done so that Jemma
and Eliza have a part in the decision-making process and an aid is chosen that best suits Jemma’s needs?
QUESTION 1.2
Jemma is tech-savvy, so she decides to go for one of the more complicated speech-generating devices. This
will be very effective when she needs to communicate with people in the community.
Eliza is a bit worried as she is not tech-savvy, and it all looks too complicated for her to understand.
What support will need to be given to both Jemma and Eliza to get used to using this technology?
QUESTION 1.3
Jemma asks you a question about the device, but you are having trouble understanding her. Eliza has just
left the room, so you cannot get a translation.
What will you do to try to understand Jemma?
CASE STUDY 2
Hamilton
Hamilton was involved in a car accident. He severely damaged his legs and is now undergoing
rehabilitation to learn how to walk again. It has been frustrating for Hamilton; however, he has been
making slow progress.
Today he is visibly distressed. He confides that his girlfriend has walked out on him, saying ‘I don’t want to
live with a cripple’. Hamilton doesn’t think he will continue with the rehab as he doesn’t seem to get
anywhere. He may as well just stay in his wheelchair.
You are concerned about Hamilton’s ability to look after himself now that his girlfriend has left.
QUESTION 2.1
You would like to report Hamilton’s change in circumstances to your supervisor, but Hamilton has spoken to
you in confidence. What should you do? List the relevant legal and human rights frameworks (your state/
territory and federal) that apply.
QUESTION 2.2
What could be done to support Hamilton through this time?
QUESTION 2.3
According to the G4 Record Keeping Policy and Procedure (available via the Banksia Care website), what
are five things you need to do to ensure the support plan for Hamilton is appropriately recorded and stored?
QUESTION 2.4
What impact do you think Hamilton’s girlfriend’s comments may have on his quality of life?
QUESTION 2.5
Your service suggests that Hamilton receive home and community care services to assist him with
showering, dressing, and cleaning. Hamilton says he is sick of people meddling in his life and wants to be left
alone. Your supervisor thinks there is a high risk of living alone without receiving care services.
What rights does Hamilton have to refuse services?
QUESTION 2.6
Working with clients that are going through their own physical and mental health issues can be quite
stressful, particularly over the longer term. Name two self-care strategies you could practise to ensure you
too don’t become overwhelmed or burnt out at work.
CASE STUDY 3
Herriot
You are working in a service that is run in conjunction with a youth drop-in program. Herriot is a 14-year-
old girl who has been attending the program for some time. Herriot has an intellectual disability and a
reputation for dishonesty, including telling lies and stealing from others.
Herriot does not have good social skills. She is also not skilled in managing her money.
Despite Herriot’s tendency to steal, she will always admit to doing so if asked.
Today you are working with Herriot. You will take her to the local shopping centre to buy some clothes.
She has $150 in her bank account. This is her money to spend as she wishes, but she needs to keep $50
for her phone bill.
QUESTION 3.1
While you are out at the shops, what opportunities for incidental learning may exist? List at least four.
QUESTION 3.2
Herriot says she wants to take $100 from the ATM. You provide prompts to help her to press the correct
keys. She is now ready to go shopping.
Herriot sees a jumper that she wants. It is bright pink and costs $60. There are other jumpers on special for
$20 – not quite the same colour but still a pretty pink. The $60 jumper will use up most of her money.
How would you support Herriot in making her own decision about this purchase?
QUESTION 3.3
After thinking carefully about it, Herriot decides on the $60 jumper. There is also a skirt that she wants for
$50. She decides that she will withdraw all her money and, instead of buying $50 credit for her phone, she
will just buy $20 worth of credit.
You go back to the ATM. Last time you were at the ATM, you verbally prompted Herriot step-by-step on how
to withdraw money. She seemed to grasp the concept. What support will you give her this time?
ASSESSMENT CHECKLIST: ASSESSMENT TASK 2 Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

Case Study 1: Jemma
Did the student answer all questions in

the case study correctly in line with the
Marking Guide?
Please note which questions were answered
incorrectly below, where applicable.

Case Study 2: Hamilton

Marking Guide?

Case Study 3: Herriot

Marking Guide?

Assessment Task Cover Sheet. Document the actions the student must take to address the gaps.
Assessment Task 2 Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
your work.
Name:
Date of
observation/
submission:

No. of
Pages in
Submission:
Is this
Satisfact a
ory/ reassessment?
Assessment Task 3: Contributing to Skills

Development – Hamilton
STUDENT DECLARATION
own work.
work.
against me.

_______________
ASSESSOR FEEDBACK
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______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
Assessment Task 3: Contributing to Skills Development – Hamilton
You will assume the role of Harry Jenkins, a Personal Care Worker at Banksia
Care. You are helping a client continue their skill development according to their
Individual Action Plan. This will be completed in the form of two role plays.
This task consists of six parts:
TASK SUMMARY
▪ Part A: You must review the job description for a personal care worker, as well
as the Individual Action Plan for a client that you will support in continuing to
develop their skills. You must answer the questions and compose two emails
based on the provided information within the job description and action plan.
▪ Part B: You must complete a role play with your client to demonstrate your
ability to work with a person with a disability in helping them identify skills they
would like to improve and engage with them to develop a plan for skills
development.
▪ Part C: You must complete workplace reports, checklists and forms according to
organisational policies and procedures.
▪ Part D: You must complete a referral for your client to attend physiotherapy.
▪ Part E: You must complete a role play with your client to demonstrate your
ability to contribute to skills development while monitoring and adapting your
strategies.
▪ Part F: You must update and maintain client documentation.
Further instructions for each part are provided below.
YOU GET You may need to submit the whole task again or only the parts of the task that were
PART A: REVIEW THE INDIVIDUAL SUPPORT PLAN FOR YOUR CLIENT

In this part, you will review the job description for a personal care worker, as well as
the clients’ individual care plan to determine what strategies you believe are
required to help the client develop the skills required.
▪ Respond to the questions that relate to the job description for a personal care
TASK
worker.
INSTRUCTIONS:
PART A ▪ Compose two emails to communicate with your supervisor with regards to your
role and maintaining privacy and confidentiality.
▪ From reading a provided client action plan, write a step-by-step plan on how
you would accomplish a task with your client.
▪ Access to learning materials as a reference if required.

RESOURCES AND
▪ Access to Microsoft Word or a similar program.
EQUIPMENT
REQUIRED ▪ Supporting documents:
– Case Notes – Hamilton Ng

– Individual Action Plan – Hamilton Ng
– Banksia Care supporting documents (accessible from the Banksia Care
website):
– HR SD1 Position Description – PCW
– SE T3 Email Template
– SE8 Code of Conduct Policy and Procedure.
▪ You will complete this task in your own time, or you may be provided with time
in class to complete it (where applicable).
WHERE AND
WHEN THIS TASK ▪ You will complete this task in a simulated workplace environment.
WILL BE
COMPLETED ▪ You will be advised of the due date for this task.
SUBMISSION ◻ Answers to the questions.

REQUIREMENTS:
PART A ◻ Two emails to supervisor.
1. Access HR SD1 Position Description – PCW from the Banksia Care website. List duties and
responsibilities of your role.
2. Your supervising client care coordinator is on leave, and you have been asked to administer
medication to a client. Are you allowed to perform this task? According to the Banksia Care Staff
Communication Policy and Procedures and the staff listing on the website, list three staff members
and their roles that you can approach with your issue.
3. Using the SE T3 Email Template, send an email to your direct manager asking for clarification about
providing medications to a client.
4. Access the Individual Action Plan – Hamilton Ng (provided as a supporting document). Read through
the plan. Choose one task and give a step-by-step plan on how you would accomplish the task with
Hamilton. Make sure to identify any people (both inside and outside of the organisation) you need to
engage and any technology required.
5. What legal and human rights framework requirements do you need to consider when helping a client
develop an independent support plan?
6. Your supervisor has emailed you. Once you have read the email, use SE 3 Email Template to
respond. Ensure that your response is aligned with the DC3 Privacy and Confidentiality Policy and
Procedure and the SE8 Code of Conduct Policy and Procedure.
To: Harry Jenkins (harry.jenkins@banksia.com.au)
From: Joyce Kiehne (joyce.kiehne@banksia.com.au)
Date/time: Monday 12:30 p.m.
Subject: Case Notes for Hamilton Ng
Hi Harry,
As you are about to undertake your first support assignment with Banksia Care, I’d like to ensure that you
know your privacy and confidentiality responsibilities. I’d also like you to discuss your knowledge of our
policies on disclosure.
Please respond with a brief outline of these two areas that are of such importance in our line of work.
Kind Regards,
Joyce Kiehne
Care Coordinator – Independent Living Program

12–18 Wattle Drive, Forest Grove 3998
Phone: 03 6987 4521
banksia.eduworks.com.au
ASSESSMENT CHECKLIST: PART A Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ The student identified job role

requirements from a position
description.
◻ The student recognised tasks

outside the job role.
◻ The student consulted the

appropriate person according
to organisational policies and
procedures.
◻ The student read, identified,

and interpreted the skills
development strategies
provided in the Individual
Action Plan.
◻ The student demonstrated

what is required to comply with
the legal and human rights
framework requirements
relevant to disability support
work.
Date: Date: Date:

required level of competence for Comments Yes No Yes No Yes No
each of the following points?
◻ The student demonstrated the

privacy, confidentiality and
disclosure requirements for an
organisation that works with
people with a disability.
Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.
Assessment Task 3: Part A Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART B: PLANNING SKILLS DEVELOPMENT
You will be observed participating in a role play, demonstrating you can perform to
industry standards and expectations.
▪ In this role play, you will demonstrate how you will work with a person with a
TASK disability to identify what skills they would like to improve. You will work with
them to plan skills development. You will assume the role of a personal care
INSTRUCTIONS:
worker at Banksia Care and must demonstrate how to behave professionally
PART B and within company policies and procedures.
▪ You are required to perform a skills assessment using the Individual Support
Plan Template to help your client, Hamilton Ng, improve in his use of the
walking frame he has recently begun using. You will need to discuss his
personal strengths and goals for skill development and help him determine what
resources are required.
▪ You will play the role of Harry Jenkins, a personal care worker at Banksia Care.
▪ Your assessor may choose to play the role of Hamilton Ng, or they may discuss
with you to bring an additional person to play this role. Be sure to first confirm
this with your assessor.
▪ Read through the following documents prior to the role play to ensure an
understanding of Banksia Care’s policies and procedures:
▪ Consider what you need to do to get the session with Hamilton started
according to SE1 Customer Service Policy and Procedure. You must help him
develop a plan for improving the skill of walking with a frame.
▪ Access the AP SD1 Individual Support Plan Template from the Banksia Care
Website. You will need to complete this while speaking with Hamilton during the
role play.
▪ Ensure you complete the documentation according to the Consumer Needs

Policy and Procedure. The completed documentation is required for submission
at Part C of this task.
▪ The role play should take approximately 10–15 minutes.
▪ Following the role play, your assessor will ask you some additional verbal
questions.
RESOURCES AND
EQUIPMENT ▪ Access to a simulated environment, which includes a quiet space with a table
and chairs and a walking frame.
▪ Supporting documents:
REQUIRED website):
▪ Access to one person to play the role of Hamilton Ng.
▪ You will complete this task with your assessor in class at a time advised by your
WHERE AND
assessor.
WHEN THIS TASK
WILL BE ▪ Your assessor will advise you the date on which you will be required to
COMPLETED complete the role play.
SUBMISSION
REQUIREMENTS:
PART B
▪ You are not required to submit anything for this part.
Scenario
Hamilton is a 32-year-old male who was involved in a car accident 10 months ago. He severely damaged
his legs and is undergoing rehabilitation to walk again. He has improved enough to move from a
wheelchair to a walking frame. However, the physiotherapist and doctor do not feel he is progressing as
fast as he should. During his last session with Dr Ahmandi, he admitted that the walking frame slows down
his daily routine so he hasn’t been using it as much as he should.
Dr Ahmandi has created an Individual Action Plan to help Hamilton develop the skills to use his
walking frame more effectively so that it doesn’t slow him down as much. You have been assigned
to help him develop this skill. To do this, you need to have a planning session with Hamilton to
determine the best way to improve his skill with the walking frame.
During the role play, your assessor will be looking to see that you demonstrate the following:
▪ demonstrate professional conduct whilst in the meeting with the client
▪ use a positive, person-centred approach when interacting with the client
▪ identify the client's personal strengths in the discussions

▪ work with the client to identify their goals
▪ identify and planned for skills development to include them in the Individual Support Plan
▪ identify resources that will utilise the client’s strengths and help them achieve their goal
▪ demonstrate regard for the client’s rights and dignity when choosing activities and strategies
▪ use industry terminology while working with the client
▪ demonstrate what consent is and gain it from the client when creating their Individual Support Plan.
ASSESSMENT CHECKLIST: PART B Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ Demonstrated professional
conduct whilst in the meeting
with the client.
◻ Used a positive, person-

centred approach when
interacting with the client.
◻ Identified in the discussion, the

client's personal strengths.
◻ Worked with the client to

identify their goals.
Date: Date: Date:

◻ Identified and planned for

skills development to include
them in the ICP.
◻ Identified resources that will

utilise the client’s strengths
and help them achieve their
goal.
◻ Demonstrated regard for the

client’s rights and dignity when
choosing activities and
strategies.
◻ Used industry terminology

while working with the client.
◻ Demonstrated they
understood what consent is
and gained it from the client
when creating the ISP.
Date: Date: Date:

VERBAL QUESTIONS
Your assessor will ask you the following verbal questions and may make notes documenting how your response
demonstrates competency.
Questions Additional Comments/Notes
1. After your planning session with

Hamilton, you see him in the facility
on his way to an appointment with his
walking frame. He is struggling to use
the walker properly. You can see that
he is placing it too far forward before
taking a step to cover more ground.
What can you do to turn the situation
into a potential learning opportunity
for Hamilton?
2. Why is it important to gain consent

from the client prior to beginning any
support activities?
VERBAL QUESTIONS
3. You will be required to update the

client’s case notes and ICP. Explain
where these documents would need
to be stored according to
organisational record keeping
procedures so that it meets privacy
and confidentiality requirements.
Where further verbal questioning is required or additional prompts are required that do not interfere with reliability of
assessment process, please document the questions asked in the space provided below and the responses provided
by the student.
Assessment Task 3: Part B Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART C: COMPLETE AND DISTRIBUTE DOCUMENTATION
In this part of the task, you must complete workplace reports, checklists and forms
according to organisational policies and procedures.
▪ Following the role play meeting with Hamilton, you must summarise and
TASK distribute the AP SD1 Individual Support Plan as displayed in the participants'
field of the template and send a copy to the office according to the G4 Record
INSTRUCTIONS:
Keeping Policy and Procedure. Use the SE T3 Email Template to complete this
PART C task.
▪ Access Case Notes – Hamilton Ng (provided as a supporting document) and

record your notes that summarise the meeting with Hamilton. Refer to the G4
Record Keeping Policy and Procedure to determine how records are stored for
Banksia Care.
▪ Email your supervisor using the SE T3 Email Template, asking them to review
the notes to determine if any additional information is required. Ensure you
notify your supervisor where the information has been saved.

RESOURCES AND
EQUIPMENT

website):
– SE T3 Email Template.
WHERE AND ▪ You will complete this task in your own time, or you may be provided with time
WHEN THIS TASK in class to complete it (where applicable).
WILL BE
◻ Completed Individual Support Plan – Hamilton Ng.
◻ Email to involved participants.

SUBMISSION
◻ Updated Case Notes – Hamilton Ng.
REQUIREMENTS:
PART C ◻ Email to supervisor – Joyce Kiehne.
ASSESSMENT CHECKLIST: PART C Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ Completed and submitted an

Individual Support Plan for
their client, Hamilton Ng.
◻ Complied with the request

from the client to access their
records and communicated
electronically by submitting an
email to all involved
participants.
◻ Completed and submitted

updated Case Notes for their
client, Hamilton Ng. These
case notes are provided
electronically by submitting an
email to supervisor – Joyce
Kiehne.
Date: Date: Date:

Assessment Task 3: Part C Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART D: COMPLETE A REFERRAL
In this part of the task, you will send a referral email to the physiotherapist regarding
the request from Hamilton to attend the gym under the guidance of a personal
trainer to strengthen his legs.
▪ Read the email received form your supervisor Joyce Kiehne as it provides
TASK
additional information required in this task.
INSTRUCTIONS:
PART D ▪ Access and complete PC T4 Referral Form for Hamilton to see the
physiotherapist for a review to attend the gym.
▪ Send a referral email, using SE T3 Email Template, to the physiotherapist listed

in Hamilton’s Individual Action Plan regarding the request that Hamilton made
during your last meeting. Hamilton asked that he be allowed to attend the gym
he used to attend to strengthen his legs more. He agreed that a personal trainer
would be utilised to design and implement an appropriate workout. This would
be in addition to his normal physiotherapy routine.

RESOURCES AND
EQUIPMENT
REQUIRED ▪ Banksia Care supporting documents (accessible from the Banksia Care
website):
– PC T4 Referral Form
WILL BE
SUBMISSION ◻ Completed T4 Referral Form

REQUIREMENTS:
PART D ◻ Email to physiotherapist
Your supervisor Joyce Kiehne has responded to you about the case notes you completed for Hamilton’s ISP
planning session.
C/C: Jonathan Hunter (jonathan.hunter@banksia.com.au)
From: Joyce Kiehne (joyce.kiehne@banksia.com.au)
Subject: Case Notes for Hamilton Ng
Good afternoon Harry,

Thank you for the case notes.
The notes are acceptable, so there is currently no need to make any changes.
In future, it would be helpful to provide a summary of how the client is feeling or behaving, as it could have
implications for their treatment.
Further to the above, please go ahead and prepare a referral form for Hamilton to attend the
Physiotherapist and send the referral form as an email attachment to Jonathan Hunter, I have CC’d
Jonathan into this email so he will be expecting it.
Once you have confirmation from Jonathan to procced, I’d like you to conduct an initial teaching session to
commence working with Hamilton to assist him gaining confidence in using his walking frame.
Kind Regards,
Joyce Kiehne
Care Coordinator – Independent Living Program

Phone: 03 6987 4521
ASSESSMENT CHECKLIST: PART D Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ Complete and submitted a

referral email to the
physiotherapist.
Date: Date: Date:

◻ Complete and submit a fully

completed referral form for
Hamilton Ng to attend Physio.
Assessment Task 3: Part D Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART E: IMPLEMENT SKILLS DEVELOPMENT
For this task, you will be observed participating in a role play to confirm you can perform
to industry standards and expectations.
▪ In this role play, you will demonstrate how you implement the Individual Support
TASK Plan developed in Part C of this Assessment Task.
INSTRUCTIONS:
PART E
▪ Your assessor may choose to play the role of Hamilton Ng, or they may discuss
▪ Review this video (https://www.youtube.com/watch?v=mYNEpGDZJjc) for the

correct use of a walking frame.
▪ Ensure you take notes throughout the session, which you will need in Part F of
this Assessment Task.
▪ Consider what you need to do to get the session with Hamilton started
according to SE1 Customer Service Policy and Procedure.
▪ Teach Hamilton to use the walking frame using active support techniques.
▪ Discuss the session with Hamilton to evaluate its success.
▪ Inform Hamilton that the physiotherapist has told you the plan to improve his leg
strength at the gym has been approved. Ask Hamilton how you can help him
get the trainer's plan organised.
▪ Access to a simulated environment, which includes an open space and two

walking frames.
RESOURCES AND
EQUIPMENT – Individual Action Plan – Hamilton Ng
REQUIRED – Completed Individual Support Plan – Hamilton Ng (from Part C of this
Assessment Task)
website):
– SE1 Customer Service Policy and Procedure.
▪ Access to one person to play the role of Hamilton Ng.

WHERE AND
assessor.
WHEN THIS TASK
SUBMISSION
REQUIREMENTS:
PART E You are not required to submit anything for this part.
The physiotherapist has responded to your referral email. Read the email below.
From: Jonathan Hunter (jonathan.hunter@banksia.com.au)
Subject: Hamilton Ng and the gym
Good afternoon Harry,

Thank you for the referral.
I’ve reviewed Hamilton’s progress and had him in for an assessment.
I have agreed to allow Hamilton to attend the gym under the supervision of a personal trainer. The trainer
will create a program for Hamilton, which he will submit to me for review before beginning.
Hamilton has requested that you help him organise this with the gym. Please proceed to conducting an
initial training session to help Hamilton gain confidence in using his walking frame.
Kind Regards,
Jonathan Hunter
Specialist (Physiotherapy)
Phone: 03 6987 4521
Scenario
Today is your first skills development session with Hamilton since you worked with him to develop an
Individual Support Plan. You will support him in learning how to use the walking frame correctly.
He is excited to start the work so that he can move towards walking unsupported to surprise his parents
during the holidays.
▪ seek approval from the client before commencing support activities
▪ request the client to demonstrate the skill to observe their current level of skill
▪ maintain the safety of the client and yourself throughout the session
▪ use active support techniques to provide instruction to the client
▪ use the strengths of the client to help them develop and apply the skills being learnt
▪ provide feedback to the client that is both respectful and positive
▪ monitor the strategies being used through observation of the client’s engagement and improvement
▪ use approaches that make the learning experience positive and enjoyable
▪ adapt the support in discussion with the client to increase their independence and experience
▪ use appropriate equipment and teaching strategies that suit the client and the skills they needed to
develop.
ASSESSMENT CHECKLIST: PART E Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ Sought approval from the

client before commencing
support activities.
◻ Requested the client to

demonstrate the skill to
observe their current level of
skill.
Date: Date: Date:

◻ Maintained the safety of the

client and themselves
throughout the session.
◻ Used active support

techniques to provide
instruction to the client.
◻ Used the strengths of the

client to help them develop
and apply the skills being
learnt.
◻ Provided feedback to the client

that was both respectful and
positive.
◻ Monitored the strategies being

used through observation of
the client’s engagement and
improvement.
Date: Date: Date:

◻ Used approaches that made

the learning experience
positive and enjoyable.
◻ Adapted the support as

discussed with the client to
increase their independence
and experience.
◻ Used appropriate equipment

and teaching strategies that
suited the client and the skills
they needed to develop.
VERBAL QUESTIONS
1. How did you adapt support during the

training to help maximise Hamilton’s
independence and experiential learning?
2. What monitoring strategies did you

employ to adapt support for Hamilton
based on his needs?
3. Working with clients going through

difficult times can impact the stress
levels on those who are working
closely with them. What was stressful
for you while supporting Hamilton’s
efforts to walk using the frame walk
and describe how felt?
by the student.
Assessment Task 3: Part E Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART F: MAINTAIN CLIENT DOCUMENTATION
In this part of the task, you are to complete, maintain and store reports and
documentation according to organisational policies and procedures.
▪ Update Hamilton’s Case Notes to show the referral and the information received
TASK in response from the physiotherapist.
INSTRUCTIONS:
▪ Update Hamilton’s Individual Support Plan under Review Report with the
PART F
changes agreed upon during your session in Part E of this task.
▪ Update Hamilton’s Individual Action Plan to show his progress with the walking
frame instruction as completed.
▪ Further update Hamilton’s Case Notes accordingly following his recent skills
development session with you.

RESOURCES AND
EQUIPMENT

– Individual Action Plan – Hamilton Ng.
WILL BE
◻ Updated Case Notes – Hamilton Ng.
SUBMISSION ◻ Updated Individual Action Plan – Hamilton Ng.

REQUIREMENTS:
PART F ◻ Updated Individual Support Plan – Hamilton Ng.
ASSESSMENT CHECKLIST: PART F Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

◻ The student submitted

updated case notes.
◻ The student submitted an

updated Individual Action
Plan.

updated Individual Support
Plan.
Assessment Task 3: Part F Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
your work.
Name:
Date of
observation/
submission:

No. of
Pages in
Submission:
Is this
Satisfact a
ory/ reassessment?
Assessment Task 4: Contributing to Skills

Development – Trudy
STUDENT DECLARATION
own work.
work.
against me.

_______________
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
Assessment Task 4: Contributing to Skills Development – Trudy
You will assume the role of Harry Jenkins, a Personal Care Worker at Banksia
Care. You are helping a client continue with their skill development according to
their Individual Support Plan. This will be completed in the form of two role plays.
This task consists of five parts:
TASK SUMMARY ▪ Part A: You must review the Individual Action Plan for a client that you will
support in continuing to develop their skills. You must respond by creating a
task plan in the space provided.
▪ Part B: You must complete a role play with your client, demonstrating your
ability to work with a person with a disability. You will help them identify skills
they would like to improve and engage with them to develop a plan for skills
development.
▪ Part C: You must complete workplace reports, checklists and forms according to
organisational policies and procedures.
▪ Part D: You must complete a role play with your client demonstrating your ability
to contribute to skills development.
▪ Part E: You must update and maintain client documentation.
Further instructions for each part are provided below.
YOU GET You may need to submit the whole task again or only the parts of the task that were
PART A: REVIEW THE INDIVIDUAL ACTION PLAN FOR YOUR CLIENT
Prior to the role play at Part B, complete the following task:
▪ Access Individual Action Plan – Trudy Lions (provided as a supporting

document) and read through the plan.
TASK
▪ Choose one task and provide a step-by-step plan on how you would accomplish
INSTRUCTIONS:
PART A the task with Trudy.
▪ Make sure to identify any people (both inside and outside of the organisation)
you need to engage, and any technology required.
▪ Write your step-by-step plan in the space provided below.
RESOURCES AND ▪ Access to a computer.

EQUIPMENT ▪ Access to Microsoft Word or a similar program.

REQUIRED
– Case Notes – Trudy Lions

– Individual Action Plan – Trudy Lions
website):
– SE3 Duty of Care Policy and Procedure
WILL BE
SUBMISSION
REQUIREMENTS:
PART A ◻ A step-by-step task plan in the space provided below.
<<Response here>>
Date: Date: Date:

◻ The student read, identified,

and interpreted the skill
development strategies
provided in the Individual
Action Plan.
Date: Date: Date:

Assessment Task 4: Part A Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART B: PLAN SKILLS DEVELOPMENT
You will be observed participating in a role play to confirm you can perform to
▪ In this role play, you will demonstrate how you will work with a person with a
TASK disability to identify what skills they would like to improve. You will work with
them to plan skills development. You will assume the role of a personal care
INSTRUCTIONS:
worker at Banksia Care and must demonstrate how to behave professionally
PART B and within company policies and procedures.
▪ Your assessor may choose to play the role of Trudy Lyons, or they may discuss
▪ Another student, friend or colleague will play the role of Fiona Lions, Trudy’s
mother.
▪ You are required to perform a skills assessment using the Individual Support
Plan Template to help your client, Trudy Lions, learn to use a new device to
help stop her tremors. You will need to discuss her personal strengths and
goals for the skill development and help her determine what resources are
required.
▪ You must help Trudy develop a plan for learning to use her new device. Ensure
you complete the documentation according to the Consumer Needs Policy and
Procedure. Once it has been completed, you will need to distribute the
Individual Support Plan as discussed in the session.
▪ Watch the video ‘Responding to a Disclosure’ at https://www.nds.org.au/zero-

tolerance-framework/responding-to-abuse.
▪ Access the AP SD1 Individual Support Plan from the Banksia Care Website.
You will need to complete this while speaking with Trudy during the role play.
▪ Read through the following documents prior to the role play to ensure an
understanding of Banksia Care’s policies and procedures:
▪ Consider what you need to do to get the session with Trudy started according to
SE1 Customer Service Policy and Procedure.

▪ Access to a simulated environment, which includes a quiet space with a table
and chairs and a walking frame.
RESOURCES AND
EQUIPMENT – Case Notes – Trudy Lions
REQUIRED – Individual Action Plan – Trudy Lions
website):
▪ Access to two people to play the role of Trudy Lions and Fiona Lions.
WHERE AND
assessor.
WHEN THIS TASK
SUBMISSION
REQUIREMENTS:
PART B You are not required to submit anything for this part.
Scenario
Trudy is a 37-year-old female with Motor Neuron Disease. She has tremors and a loss of sensation in her
hands and legs. The tremors can cause large, sudden movements. She uses a wheelchair. She has
moderate dysphagia but is still able to chew and swallow but eats very slowly. Trudy is expected to lose
the ability to swallow within the next few years. She also suffers from occasional bouts of depression due
to the rapid onset of her disease.
Trudy is very close to her mother, Fiona, who is her caregiver. Trudy loves hip-hop music and still goes
clubbing occasionally with her mother on a Saturday night. She was a DJ prior to her diagnosis and loved
parties and socialising. She has a great memory, remembering the names of all the staff and people she
sees around the facility when she visits for appointments.
When Trudy met with Dr Price, she expressed a desire to return to DJ work. One of the actions recorded
in her Individual Action Plan was to support Trudy in researching what options might be available to help
her do this. Since then, Trudy discovered an assistive device called the Tremelo that she trialled and
found worked for her. You have been assigned to help her develop the skill of using the Tremelo and
determine if any further modifications will be required. You will need to document the plan in the Individual
Support Plan (ISP) template accessed from the Banksia Care website.
▪ demonstrate professional conduct while in the workplace
▪ use a positive, person-centred approach when interacting with the client
▪ identify the client's personal strengths to include them in the Individual Support Plan (ISP)
▪ identify the goals of the client to include these in the ISP
▪ identify and plan for skills development to include them in the ISP
▪ identify resources that will utilise the client’s strengths and help them achieve their goal
▪ demonstrate regard for the client’s rights and dignity when choosing activities and strategies
▪ use industry terminology while working with the client
▪ demonstrate you understood what consent is and gain it from the client when creating the ISP
▪ use technology to communicate with the client and organisation
▪ recognise the signs of abuse and reported them according to organisational policies and procedures.
Date: Date: Date:

◻ Demonstrated professional
conduct while in the
workplace.
◻ Used a positive, person-

centred approach when
interacting with the client.
Date: Date: Date:

◻ Identified the client's personal

strengths to include them in
the Individual Support Plan
(ISP).
◻ Identified the goals of the

client to include these in the
ISP.
◻ Identified and planned for

skills development to include
them in the ISP.
◻ Identified resources that will

utilise the client’s strengths
and help them achieve their
goal.
◻ Demonstrated regard for the

client’s rights and dignity when
choosing activities and
strategies.
Date: Date: Date:

◻ Used industry terminology

while working with the client.
◻ Demonstrated they
understood what consent was
and gained it from the client
when creating the ISP.
◻ Recognised the signs of abuse

and reported them according
to organisational policies and
procedures.
Date: Date: Date:

VERBAL QUESTIONS
1. What signs did you see indicating that

Trudy may be being abused?
2. What is mandatory reporting, and why

is it important to always take
disclosure seriously?
3. Working with clients and their family

members going through difficult times
can impact the stress levels on those
who are working closely with them.
Describe how this situation has made
you feel upon discovering the
situation about how the other support
worker has treated Trudy and
knowing that you must report it.
4. If you were ever feeling overwhelmed

or distressed yourself with a situation
in supporting a client, what should
you do?
VERBAL QUESTIONS
by the student.
Assessment Task 4: Part B Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART C: COMPLETE AND DISTRIBUTE DOCUMENTATION
In this part of the task, you must complete workplace reports, checklists and forms
according to organisational policies and procedures.
▪ Once you have completed the meeting, summarise, and distribute the AP SD1
TASK Individual Support Plan as displayed in the participant's field of the template.
Send a copy to the office according to the G4 Record Keeping Policy and
INSTRUCTIONS:
Procedure. Use the SE T3 Email Template to complete this task.
PART C
▪ Access and complete the PC T1 Incident, Injury, Trauma and Illness Record as
part of the report regarding the disclosure Trudy made.
▪ Using SE T3 Email Template, contact your manager, Joyce Kiehne and inform
her of the disclosure.
▪ Access Case Notes – Trudy Lions and record notes summarising your meeting
with Trudy.

RESOURCES AND
EQUIPMENT
– Case Notes – Trudy Lions

– Individual Action Plan – Trudy Lions
website):
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– PC T1 Incident, Injury, Trauma and Illness Record
– SE8 Code of Conduct Policy and Procedure
WILL BE
◻ Completed Individual Support Plan Template – Trudy Lyons.
◻ Email to involved participants.

SUBMISSION
◻ Completed Incident, Injury, Trauma and Illness Record.
REQUIREMENTS:
PART C ◻ Email to supervisor – Joyce Kiehne.
◻ Updated Case Notes – Trudy Lyons.
Date: Date: Date:

◻ Completed and submitted

Individual Support Plan (ISP)
with similar detail to the
assessor's guidance.

email to the participants of the
ISP.
◻ Completed and submitted a

set of updated Case Notes.
Date: Date: Date:


Incident, Injury, Trauma and
Illness record based on the
information supplied by the
client.

email to the supervisor.
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART D: IMPLEMENT SKILLS DEVELOPMENT
You will be observed participating in a role play to confirm you can perform to
▪ In this role play, you will demonstrate how you implement the Individual Support
TASK Plan developed in Part C of this Assessment Task.
INSTRUCTIONS:
PART D
▪ Your assessor may choose to play the role of Trudy Lyons, or they may discuss
▪ Another student will play the role of Fiona Lions, Trudy’s mother.
▪ Review the videos How to put the Tremelo on and take it off
(https://www.youtube.com/watch?v=NfCuN6KBwwQ) and How to wash the
Tremelo Brace (https://www.youtube.com/watch?v=5YM_HOFuI1s). You can
use the videos as part of the training session.
▪ Ensure you take notes throughout the session, which you will need in Step 2 of
this Assessment Task.
▪ Consider what you need to do to get the session with Trudy started according to
SE1 Customer Service Policy and Procedure.
▪ Teach Trudy to use and care for the Tremelo Brace.
▪ Discuss the session with Trudy to evaluate its success.
▪ Discuss the disclosure report and ask if it has been followed up.

▪ Access to a simulated environment, which includes an open space and two
walking frames.
RESOURCES AND
EQUIPMENT – Individual Action Plan – Trudy Lions
REQUIRED – Completed Individual Support Plan – Trudy Lions (from Part A of this
Assessment Task)
website):
▪ Access to the following YouTube videos:
– How to put the Tremelo on and take it off (https://www.youtube.com/watch?

v=NfCuN6KBwwQ)
– How to wash the Tremelo Brace (https://www.youtube.com/watch?
v=5YM_HOFuI1s)
▪ Access to two people to play the role of Trudy Lions and Fiona Lions, Trudy’s
mother.
WHERE AND
assessor.
WHEN THIS TASK
SUBMISSION
REQUIREMENTS:
PART D You are not required to submit anything for this part.
Scenario
Today is your first skills development session with Trudy since you worked with her to develop an
Individual Support Plan. You will support her in learning how to use and care for the Tremelo correctly.
She is excited to start the work so she can move towards working as a DJ again.
▪ seek approval from the client before commencing support activities

▪ engage the family member/s to engage in the skill development
▪ maintain the safety of the client and yourself throughout the session
▪ use active support techniques to provide instruction to the client
▪ use the client's strengths to help them develop and apply the skills being learnt
▪ provide feedback to the client that was both respectful and positive
▪ monitor the strategies used by observing the client’s engagement and improvement
▪ use approaches that make the learning experience positive and enjoyable
▪ adapt the support as discussed with the client to increase their independence and experience
▪ use appropriate equipment and teaching strategies that suited the client and the skills they needed to
develop.
Date: Date: Date:

◻ Sought approval from the

client before commencing
support activities.
◻ Engaged the family member to

engage in the skill
development.
◻ Maintained the safety of the

client and themselves
throughout the session.
Date: Date: Date:

◻ Used active support

techniques to provide
instruction to the client.
◻ Used the client's strengths to

help them develop and apply
the skills being learnt.
◻ Provided feedback to the client

that was both respectful and
positive.
◻ Monitored the strategies used

by observing the client’s
engagement and
improvement.
◻ Used approaches that made

the learning experience
positive and enjoyable.
Date: Date: Date:

◻ Adapted the support as

discussed with the client to
increase their independence
and experience.
◻ Used appropriate equipment

and teaching strategies that
suited the client and the skills
they needed to develop.
VERBAL QUESTIONS

VERBAL QUESTIONS
1. How did you adapt support during the

training to help maximise Trudy’s
independence and experiential learning?
2. What monitoring strategies did you

employ to adapt support for Trudy
based on her needs?
by the student.
Assessment Task 4: Part D Outcomes
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
PART E: MAINTAIN CLIENT DOCUMENTATION
In this part of the task, you are to complete, maintain and store reports and
documentation according to organisational policies and procedures.
▪ Update Trudy’s Individual Support Plan under Review Report from Part B with
TASK the changes agreed upon during your session.
INSTRUCTIONS:
▪ Open Individual Action Plan – Trudy Lions and update her progress showing the
PART E
Tremelo instruction as complete.
▪ Update Case Notes – Trudy Lions accordingly for this session.

RESOURCES AND
EQUIPMENT
– Case Notes – Trudy Lyons

– Individual Action Plan – Trudy Lyons.
WILL BE
◻ Updated Individual Support Plan – Trudy Lyons.
SUBMISSION ◻ Updated Individual Action Plan – Trudy Lyons.

REQUIREMENTS:
PART E ◻ Updated Case Notes – Trudy Lyons.
Date: Date: Date:

◻ The student submitted

updated case notes.

updated Individual Action
Plan.

updated Individual Support
Plan.
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
Assessment Outcome Summary
This section records the outcome of each task so that the final assessment outcome can be determined.
The following units are included in this cluster:
▪ CHCDIS011 Contribute to ongoing skills development using a strengths-based approach
The Assessment Outcome Summary Table shows all the assessment tasks required for this cluster.
Task Outcomes
For each attempt at each task, fill in the Task Outcome, either Satisfactory or Not Satisfactory, insert the date
of the decision and your initials. Fill in the task outcome for each attempt.
Students must receive a Satisfactory outcome for each task that relates to a unit, to be marked Competent
for the unit.
Unit Assessment Results
When a student has attempted all tasks, but one or more tasks are marked as Not Satisfactory, a Not Yet
Competent unit result must be entered in the Unit Assessment Results section.
Once the student has satisfactorily completed all tasks, enter a unit result of ‘Competent’.
You must tick the column for each unit that a task has been mapped to (i.e. a written questions task will more
than likely have ticks in each unit column).
Assessment Outcome Summary Table: Work in Disability
C C Task Outcomes
H H
C C
DI DI Satisfactory (S)
S0 S0 Not satisfactory Assessor
Assessment Tasks 11 20 (NS) Date initials
Assessment Task 3: Contributing to Skills Development – Hamilton
Part A: Review the Individual Support Plan for

Your Client
Part B: Planning Skills Development
Part C: Complete and Distribute Documentation
Part D: Complete a Referral
Part E: Implement Skills Development
Part F: Maintain Client Documentation
Assessment Task 4: Contributing to Skills Development

Part A: Review the Individual Action Plan for
Your Client
Part B: Plan Skills Development
Part C: Complete and Distribute Documentation
Part D: Implement Skills Development
Part E: Maintain Client Documentation
Unit Result Assessor

Unit Assessment Results (C/NYC) Date initials
CHCDIS011 Contribute to ongoing skills development

using a strengths-based approach
CHCDIS020 Work effectively in disability support
Assessor Name:
Assessor Signature: Date:

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Student Name: Aryan

▪ CHCDIS011 Contribute to ongoing skills development using a strengths-based approach

▪ CHCDIS020 Work effectively in disability support.

Assessment Task Summary

Assessment Task Assessment Method Task Summary

▪ Part B: Plan Skills Development

▪ Part C: Complete and Distribute Documentation

▪ Part D: Complete a Referral

▪ Part E: Implement Skills Development

▪ Part F: Maintain Client Documentation

Assessment Task 4: Role Play This task consists of five parts:

▪ Part B: Plan Skills Development

▪ Part C: Complete and Distribute Documentation

▪ Part D: Implement Skills Development

▪ Part E: Maintain Client Documentation

Required Additional Documents

▪ Case Notes – Hamilton Ng

▪ Case Notes – Trudy Lions

▪ Client Permission Form

▪ Individual Action Plan – Hamilton Ng

▪ Individual Action Plan – Trudy Lions

– AP SD1 Individual Support Plan

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

Assessment Outcome Summary

▪ Collusion – unauthorised collaboration between students.

▪ The views of the student

▪ The potential effect of the adjustment on the student and others

▪ The costs and benefits of making the adjustment

Information about Assessment

Principles of Assessment and Rules of Evidence

‘Assessment is flexible to the individual learner by:

Glossary of Instructional Task Words

Assessment Tasks Due Date

1. Assessment Task 1: Knowledge Questions

2. Assessment Task 2: Case Studies

3. Assessment Task 3: Contributing to Skills Development – Hamilton

4. Assessment Task 4: Contributing to Skills Development – Trudy

AGREEMENT BY THE STUDENT

Student Name: ______Aryan____________________________________________

Student Signature: ________________aryan_______________________________ Date:

Assessor Name: _________________________________________________

Cluster: Work in Disability

▪ CHCDIS011 Contribute to ongoing skills development using a strengths-

▪ CHCDIS020 Work effectively in disability support.

Assessment Task 1: Knowledge Questions

� None of this work has been completed by any other person.

Student Signature: __________Aryan_____________________________________ Date:

In this task, you will demonstrate your knowledge by answering a series of

RESOURCES AND ▪ Access to a computer.

▪ Banksia Care supporting documents (accessible from the Banksia Care

WHERE AND WHEN

▪ You may use your learning materials as reference if required.

b) Describe this picture in terms of access and equity.

ASK Would you like to peel the banana?

a) What was Massimo’s duty of care to his clients?

b) How has Massimo breached his duty of care?

c) What are the consequences of Massimo’s actions?

e) What documentation will Massimo need to complete?

b) List four things that might motivate Gary to learn.

a) In what way do projects such as this contribute to community education?

Roles and Responsibilities Correct Answer

CHCDIS011&CHCDIS020 Knowledge Assessment.v1

CHCDIS011&CHCDIS020 Knowledge Assessment.v1

Student Name: Aryan______________________________________

Student Signature: aryan_______________ Date:

Student Signature: Aryan___________________________ Date: