Assignment 2 Chcleg001 Hltwhs002

Assessment Workbook 2
CHC33015 Certificate III in

Individual Support
Compliant Individual Support

Practice
Version 1.6 Produced 27April2018
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

02 June 2016 1.0
assessment validation.
Added ‘ethical’ in Knowledge Assessment,

23 August 2016 1.1
Part 1, question 3.
Modifications on the following:

- Reworded Knowledge
16 September 2016 Assessment Part 1: Question 3 1.2
Added response field for Project 2: Self-
Reflection Task 2 ‘Sources of information’
Modifications on the following:

3 October 2016 Contextualised content to individual 1.3
support.
Updated Intranet logins; removed Case

Study 2 Question 6 Guidance
Rectified minor punctuation and spelling
errors in sections: ‘The basic principles
27 March 2017 of assessing nationally recognised 1.4
training’ and ‘The rules of evidence’
Added citation in ‘The basic principles of
assessing nationally recognised training’
Removed Feedback Section
Added Learner Guide

24 January 2018 Mapping Minor changes in 1.5
formatting Updated Subject
Title
Modifications include the following:
Updated resource to current style guide.
27 April 2018 Minor changes in wording and 1.6

formatting.
Updated title in the Assessment
Workbook Cover Sheet.
Assessment Workbook Version No.1.6 Produced 27 April

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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open
in Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS................................................................................................ 4
WHAT IS COMPETENCY-BASED ASSESSMENT.............................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING........................................................................................................ 6
THE DIMENSIONS OF COMPETENCY............................................................. 7
REASONABLE ADJUSTMENT..........................................................................8
THE UNITS OF COMPETENCY...................................................................... 10
CONTEXT FOR ASSESSMENT........................................................................10
ASSESSMENT REQUIREMENTS.....................................................................11
ASSESSMENT METHODS.............................................................................. 12
RESOURCES REQUIRED FOR ASSESSMENT................................................ 12
ASSESSMENT WORKBOOK COVER SHEET................................................. 13
KNOWLEDGE ASSESSMENT......................................................................... 14
Part 1: Ethical and Legal Requirements for Direct Client Care................................14
Part 2: Safe Work Practices for Direct Client Care..................................................26
PRACTICAL ASSESSMENT............................................................................ 40
Instructions to Student............................................................................................40
CASE STUDIES............................................................................................... 41
Case 1: The Case of Anna Bentley.............................................................................41
Scenario 1........................................................................................................................................... 41
Scenario 2.......................................................................................................................................... 42
Scenario 3.......................................................................................................................................... 43
Roleplay Task.................................................................................................................................... 44
Scenario 4.......................................................................................................................................... 45
Follow-up Questions......................................................................................................................... 46
Case 2: The Case of Dennis Kyle...............................................................................47
Scenario 1........................................................................................................................................... 47
Scenario 2.......................................................................................................................................... 52
Roleplay Task.................................................................................................................................... 53
PROJECT ASSESSMENT................................................................................ 54
Project 1: Identifying Legal Requirements and Ethical Responsibilities.......................................................54
Project 2: Self-Reflection...............................................................................................................................59
WORKBOOK CHECKLIST............................................................................. 62

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INSTRUCTIONS
The questions in this workbook are divided into three (3) categories: Knowledge
Assessment, Case Study, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer format.
The longer questions requiring creative and analytical thought processes are covered
in the Case Study and ProjectAssessment. You must answer all questions
using your own words. However, you may reference your Learner Guide and
other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are
currently in place in your workplace. However, if you do not currently have access to
a workplace, then answer the questions based on processes that should be
implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and or
external links. These intranet pages and external links are formatted in Blue
UnderlinedText.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac
users while clicking on these links.

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WHAT IS COMPETENCY-BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by theindustry as competency standards.
 Assessment should mirror the environment the learner will encounter in the
workplace.
 Assessment criteria should be clearly stated to the learner at the beginning
of the learning process.
 Assessment should be holistic. That is it aims to assess as many elements
and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level required in
the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated
for the trainer and learner. Assessable outcomes are tied to the relevant
industry competency standards where these exist. Where such competencies
do not exist, the outcomes are based upon those identified in a training
needs analysis.
Definition of Competency
Assessment in this context can be defined as:

 The fair, valid, reliable and flexible gathering and recording of evidence to
support thejudgement on whether competence has been achieved. Skills and
knowledge (developed either in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence
required by industry, rather than compared with the skills and knowledge of
other learners.

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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGN
Developing and conducting assessment, in an Australian vocational education and

training context, is founded on a number of basic conventions:
The principles of assessment

 Assessment must be valid
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and
skills with their practical application.
- Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a
variety of delivery modes so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result
ofchallenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)

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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of the unit of
competency. This evidence should match, or at least reflect, the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered. It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent in all aspects of the
unit of competency.
 Authentic
- When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and whether the
evidence relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and
not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job or role environment skills

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be
closer to amenities or installing a particular type of software on a computer for a
person with vision impairment.
Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability
have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:
 customising resources and assessment activities within the training package
or accredited course
 modifying the presentation medium
 learner support
 use of assistive/adaptive technologies
 making information accessible both beforeenrollment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.

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Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily activities’
(World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice
recognition software, alternative keyboards, devices for grasping, visual alert
systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant
Unit(s) of Competency.E.g., If the assessment were gathering evidence of the
candidate’s competency in writing, allowing the candidate to complete the
assessment verbally would not be a valid assessment method. The method of
assessment used by any reasonable adjustment must still meet the competency
requirements.

2018
THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from CHC33015 -
Certificate III in Individual Support:
CHCLEG001 - Work legally and ethically
1. Identify and respond to legal requirements

2. Identify and meet ethical responsibilities
3. Contribute to workplace improvements
HLTWHS002 - Follow safe work practices for direct client care
1. Follow safe work practices for direct client care

2. Follow safe work practices for manual handling
3. Follow safe work practices for infection control
4. Contribute to safe work practices in the workplace
5. Reflect on own safe work practices
For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au
CONTEXT FOR ASSESSMENT

To complete the assessments in this workbook, students need to have access to their
learning materials and the internet. The Knowledge Assessment and Case
Studiesmay be completed wholly at the student’s home or chosen place of study. The
Project Assessment must be completed in a workplace.

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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the tasks
described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components as
detailed in the matrix to follow:
Units of
Competency
HLTWHS002
CHCLEG001
Assessment Activities
Knowledge assessment  
Case studies  
Project Assessment  

2018
ASSESSMENT METHODS
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions testing the

student’s general knowledge and understanding of the general theory behind
the unit.
2. Case Studies – Includes detailed scenarios and simulated environments
providing all necessary information required to complete relevant tasks and
activities.
3. Project Assessment – A set of tasks or activitiescompleted according to set
instructions and guidelines to meet the requirements of the relevant units.
These tasks and activities require you to have access to a workplace.
RESOURCES REQUIRED FOR ASSESSMENT

Candidate will need access to:
 Computer with internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 At least one (1) volunteer to play the role of a care facility supervisor
 A video recording device (e.g. mobile phone, webcam, video camera, etc.)
 A safe place to conduct the roleplay activities

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ASSESSMENT WORKBOOK COVER SHEET
To the candidate: Print this coversheet and complete it by filling in all the required
information and affixing your signature in the space provided. Your signature must be
handwritten. Scan the completed cover sheet and submit it along with your evidence
submissions. Use the filename: CHC30115 Subject 2 Cover Sheet.
WORKBOOK: WORKBOOK 2
TITLE: Compliant Individual Support Practice
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the
terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment, and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided, and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of qualification or statement of
attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name: Signature: Date:

2018
KNOWLEDGE ASSESSMENT
Part 1: Ethical and Legal Requirements for Direct Client Care
1. Briefly explain how the following legal and ethical considerations are applied in
organisations providing individual support services:
Guidance: Provide examples where necessary, e.g. specific legislation, codes of
practice which are relevant to the legal and ethical considerations listed.
a) Children in the workplace Australia has legislation in place to protect children,Service

providers must have management processes and protocols in order
to protect the health,welfare and well-being of children entering the
facility and others working on the workforce with human services
personnel or other employees.
b) Codes of conduct Support facilities would typically include standard code of conduct
for individual support workers in their organisational policies and
procedures SA.
include-respect,professionalism,privacy,health and safety,ethics.

a) Codes of practice Support facilities are required to comply with industry,local and
regional governments practice code,as well as other relevant
legislation.Person helps workers are expected to confirm with a
code of conduct and follow industry-specific requirements.
b) Complaints management Service providers are required to have a complaints management
system.The system should be readily confidential,prompt and
equitable.Inside the service,the system should be well-
publicised.Usually companies should have processes in place that
enable the handling of grievances that:
*Allow speedy and effective handling of many issues.
*Increase existing partnerships between service providers and
treatment users,their families and their representative.
*Contribute to continuous service improvement.
c) Continuing professional Organisations may provide mandatory instruction(eg.fire
education training)and can give their workers certain incentives for continu
d) Discrimination
e) Dignity of risk
f) Duty of care
i) Human rights:
Universal Declaration of
Human Rights

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j) Human rights:
Relationship between
human needs and human
rights
k) Human rights:
Frameworks, approaches
and instruments used in the
workplace

2018
l) Informed consent
m) Mandatory reporting
n) Practice standards
o) Practitioner/client
boundaries
p) Privacy, confidentiality,
and
disclosure
q) Policy frameworks
r) Records management
s) Rights and
responsibilities of:
- Workers
- Employers
- Clients
Guidance: Provide at least

two (2) examples of rights
and responsibilities for each.
t) Industrial relations
legislation relevant to
employment conditions of
role
u) Work health and safety

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2. Briefly explain the consequences if the following legal and ethical considerations are breached:
a) Children in the
workplace
b) Codes of conduct
c) Codes of practice e
d) Complaints
management
a) Continuing
professional
education
b) Discrimination
c) Dignity of risk
d) Duty of care
e) Human rights
f) Informed consent
g) Mandatory reporting
h) Practice standards

2018
a) Practitioner/client
boundaries
b) Privacy, confidentiality
and disclosure
c) Policy frameworks
d) Records management
e) Rights and
responsibilities of
workers,employers and
clients
f) Industrial relations
legislation relevant to
employment conditions
of role
g) Specific legislation in
the area of work –
objectives and key
components
a) Work health and
safety

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3. Briefly explain how legal and ethical considerations can impact individual
support workers who work in community services and in the healthcare context.
4. Briefly explain the similarities and differences that may exist between legal and
ethical frameworks.
a) Similarities
b) Differences
5. Briefly explain the interrelationship differences that may exist between legal and
ethical frameworks.
a) Similarities

2018
b) Differences

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6. List two (2) examples of legal issues that commonly arise in a support setting.
Guidance: Provide responses which are only relevant to the work role of an
individual support worker.
a)
b)
7. List two (2) examples of ethical issues that commonly arise in a support setting. Guidance: Provid
a)
b)

2018
8. Answer the questions that follow based on the scenario described below:
Cindy Smith is a new resident of Lotus Compassionate Care. While you
were preparing her breakfast, she shared with you how she was “put
away” in the centre. A couple of months ago she had spent some time in
the hospital due to a major surgery. During this time, her son offered to
help manage her finances. She said that she thought it seemed like a
good idea at the time, so she signed an Enduring Power of Attorney, not
fully knowing the extent of the power she handed over to her son.
When she went home about two months later, she checked her bank
statements and found that her bank balance dropped by $25,000.
Another month later, she found that the house was being sold, and she
was being asked to choose a home.
a) Briefly explain how you will respond to the situation described above.
Guidance: Take note of your legal and ethical responsibilities as an individual
support worker.

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b) List one legal consideration you have to address in responding to the given
situation.
c) List one (1) ethical consideration you have to address in responding to the given
situation.

2018
9. Answer the following question based on the scenario described below:
Joshua Black is a resident at Lotus Compassionate Care. While
supporting him with his bath, you noticed rashes all over his arms and
torso. You asked him when it appeared, and he casually told you not to
worry about it. He explained that Mary, a new staff member, didn’t
know he was allergic to ibuprofen and gave him some for his arthritis.
He said the young lady looked really worried, so he told her not to
worry about it because he’s had it before and it’s nothing serious.
Mary is also an individual support worker like yourself and is not
authorised to give medication to clients.
Briefly explain how you will respond to the situation described above.
Guidance: Take note of your legal and ethical responsibilities as an Individual
support worker.
a) Briefly explain how you will respond to the situation described above.
Guidance: Take note of your legal and ethical responsibilities as an individual
support worker.

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b) List one (1) legal consideration you have to address, in responding to the given
situation.
c) List one (1) ethical consideration you have to address in responding to the given
situation

2018
10. Provide an outline how workplace policies, procedures and protocols are/should be developed a
Guidance: There is a range of acceptable answers for this question, however, you must include in y

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Part 2: Safe Work Practices for Direct Client Care
11. Briefly explain how the following State/Territory legislation relevant to support services impact
a) State/Territory WHS
authorities
b) Rights and responsibilities

of employers
Guidance:
include duty of care

2018
c) Rights and responsibilities
of workers
Guidance:
d) Hazardous manual tasks
e) Infection control

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12. Briefly explain how the following State/Territory legislation relevant to support
services impact codes of practice.
Guidance: Provide examples to support your response.
authorities
b) Rights and
responsibilities of
employers
Guidance:
a) Rights and
responsibilities of
workers
Guidance:
b) Hazardous manual tasks
c) Infection control

2018
13. Briefly explain how the following State/Territory legislation relevant to support
services impact industry standards.
Guidance: Provide examples to support your response.
authorities
b) Rights and
responsibilities of
employers
Guidance:
a) Rights and
responsibilities of
workers
Guidance:
b) Hazardous manual tasks
c) Infection control

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14. Identify the following safety signs by matching them to their correct meaning. Choose your answ
a) b) c)
d) e) f)
g) h) i)

2018
j) k) l)
15. Which of the following definitions best explain the meaning of hazard?
Guidance: Select one (1) response.
a) A hazard is anything that has the potential to cause injury or illness.
b) A hazard is a likelihood (probability) that an injury/illness will occur and its

potential severity (consequences).
c) A hazard is a serious, unexpected, and often dangerous situation requiring

immediate action.
d) None of the definitions is correct.
16. Consider a typical support facility.

a) Identify three (3) examples of hazards commonly found in support
facilities. Include at least one (1) specific hazard relating to manual tasks,
infection control, and general personal safety.
b) List two (2) possible harmful effects that may be caused by each
hazard identified.
c) List two (2) strategies to minimise the risks posed by each
hazard identified.

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Hazard Possible harmful effects Strategies to minimise risk

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17. Briefly outline the typical workplace procedures for hazard identification.
18. Which of the following statements describe the responsibilities of a support

recipient relevant to safety considerations in a home-based environment?
Guidance: Select three (3) responses.
a) Participating in safety assessments of their home.
b) Ensuring their pets are controlled during service provision.
c) Providing a dedicated smoking area for an individual support worker, if

applicable.
d) Securing any equipment and/or supplies recommended by the individual

support workerto be able to provide proper care.
e) Providing cleaning equipment that is suitable and well maintained.
Assessor Guide 2 Version No. 1.6 Produced 27 April

© Compliant Learning 2018
19. Which of the following statements describe the rights of a client relevant to safety
considerations in a home-based environment?
a) To receive reliable, coordinated, safe, quality care and services which are
appropriate to clients’ assessed needs.
b) To receive support according to the decisions of the service provider.
c) To be treated without exploitation, abuse, discrimination, harassment or

neglect.
d) To receive care without being obliged to feel grateful to those providing my

care.
e) To independently revise their own care plan.
20.Which of the following statements describe the responsibilities of an individual

support worker relevant to safety considerations in a home-based environment?
a) Clearly communicate and understand what services are to be provided to the

client.
b) Assess additional services before being performed and report to supervisor.
c) Provide equipment and supplies outside the scope of responsibility required

to ensure safe and proper provision of care.
d) Repair broken steps, provide adequate lighting, restrain the animal, etc.
e) Review an activity that may have changed to ensure the controls are still
working or need to be altered within the scope of responsibility.
Assessor Guide Version No. 1.6 Produced

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21. Which of the following statements describe the rights of an individual support
worker relevant to safety considerations in a home-based environment?
a) Have policy and procedure in place for reporting risks/hazards.
b) Ignore WHS risks/hazards as the client’s home is their problem.
c) Be provided with relevant WHS training.
d) Have regular workplace risk assessments conducted.
e) Individual support workers have no WHS rights when it comes to working in

a client’s home.
22. List three (3) examples of basic home fire safety considerations when working in
a home-based environment.
a)
b)
c)

23. Identify at least two (2) high-risk groups in support services.
a)
b)
24. Refer to your responses in the previous question. Briefly explain fire safety
considerations for individual support workers working with high-risk groups in a
home-based environment.
25. Name three (3) behaviours that may contribute to fire injuries and fatalities when
working in a home-care environment.
a)
b)
c)

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26. Complete the table below by outlining the prescribed placement, installation
and maintenance of a smoke alarm in the home.
Guidance: You may refer to the provisions specific to your home
State/Territory.
State/Territory
What are the legal

responsibilities of homeowners
to install working smoke alarms
in their homes?
What is the prescribed

placement of smoke alarms
within a house?
What are the testing and

maintenance requirements for
smoke alarms?
27. List three (3) examples of risks to individual support worker’s personal safety when working in a
a)
b)
c)

28.List three (3) common sources of infection and ways to minimise the transfer of infection within
How to minimise their transfer to the

Sources of infection
care facility
a) a)
b) b)
c) c)
29. The statements below describe the fundamentals of the musculoskeletal system.
Fill in the missing words to make the paragraph correct. Choose your answers
from the drop-down list provided after each response field.
The back has (a) Choose an item.(four) natural curve/s.
The spine has (b)Choose an item.(twenty-four) bones (vertebrae).
(c)Choose an item.(discs) between the vertebrae absorb shock.
The muscles and joints at the back receive the (d)Choose an item.(least)strain
in an upright posture which maintains the natural curves.
These natural curves should be maintained in order to prevent (e)Choose an

item.(back disorders).

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30.List two (2) examples of practices to minimise musculoskeletal injuries to self as
an individual support worker and to clients.
Guidance: At least one (1) response should refer to the self and at least one (1)
should refer to the clients.
a)
b)
31. Consider a typical support facility and answer the questions that follow.
a) List two (2) examples of emergency procedures typically implemented in support

facilities.
Provide an outline of each emergency procedure that you have identified.
i.
ii.
b) List two (2) examples of WHS policies and procedures typically implemented in
support facilities.
Briefly describe the WHS policies and procedures that you have identified.
i.
ii.

PRACTICAL ASSESSMENT
Instructions to Student
This section of this workbook covers the assessment of your skills relevant to the
performance evidence requirements included in Subject 2.
This assessment is completed using simulated tasks based on given case study
scenarios. You will not need access to a workplace or a support facility to complete
these tasks.
This practical assessment will assist your completion of the assessment activities
relevant to the requirements of the units covered in this workbook:
Assessment Activities
Part 1: Case Study Assessment

 Case Study: Anna Bentley
 Case Study: Dennis Kyle
Part 2: Project Assessment

 Project 1 – Identify legal requirements and ethical
responsibilities
 Project 2 – Self-reflection

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CASE STUDIES
Case 1: The Case of Anna Bentley
This is Anna and her daughter Julia. Anna

is 82-years-old and has been a resident of
Lotus Compassionate Care for two (2)
years. Julia is Anna’s only child.
Although Julia did not like the idea of her
mother living in a home, Anna convinced
Julia that it was the best for both of them.
Julia is 36-years-old and has never been married. Anna believes that she is the only
reason why Julia has not settled down yet. Anna believes her daughter shouldn’t be
spending all of her free time taking care of her. She wants Julia to live a life of her
own.
Apart from Anna’s arthritis which makes it difficult for her to move around, Anna’s
mind and body are very healthy for her age.
Scenario 1:
Anna has been recently diagnosed with stage 2 breast cancer. Having caught the
cancer at an early stage, the doctor advised Anna to consider having a mastectomy
and chemotherapy. Anna refused the surgery and treatment fearing how risky and
difficult it will be at her age.
Anna made arrangements to make sure she will be ready if her condition worsens.
Although she has never needed a substitute decision-maker (SDM), Anna appointed
her sister-in-law, Cynthia, as her SDM, should one be needed.
Anna also signed a refusal of treatment certificate (advanced care directive), which
includes a do-not-resuscitate order. Anna has asked the centre and her sister not to
let Julia know of her cancer and her decision not to have the treatment.
Rose, an individual support worker, has been providing care for Anna since she
moved to the centre. She has become really good friends with both Anna and Julia.
She thinks Anna is making a mistake by not taking the treatment.

1) Identify two (2) potential ethical dilemmas that Rose might encounter in the
given scenario.
a)
b)
Scenario 2:
Rose learned that she was included in Anna’s will. In the event of Anna’s death, Rose
will be receiving a monetary token of gratitude for her services. Rose is currently
going through a financial crisis and thinks the money she will receive from Anna will
help her considerably.
She decided that she will find a way to make Anna have the surgery and the
treatment. She believes her decision to do this is justified because she really believes
that Anna has a good chance of beating the cancer, and in case Anna does not make it
through the surgery or the chemotherapy, then she will be able to receive the money
from Anna.
2) Identify the conflict of interest in the given scenario.

Guidance: Consider your own emotional involvement as the individual support
worker in the given scenario. Consider also the personal interests of the other
parties involved (Anna and Julia).

2
Scenario 3:
Rose told you about her condition, the money she will receive from Anna’s will, and
the financial struggles she is currently having.
Rose plans to tell Julia about Anna’s condition, and convince her to talk to Anna and
convince her to have the surgery and chemotherapy.
Rose asks for your advice.
3) What advice will you give Rose?
4) Identify one (1) potential and one (1) actual breach described in the given scenario.
Guidance: You must identify one actual breach and one potential breach.
Potential breach:
Actual breach:

Roleplay Task
The aim of this role-playing activity is to allow you to demonstrate your skills in:
 Recognising potential breaches and reporting these breaches according to
organisational procedures.
 Recognising potential ethical issues and dilemmas and discuss with the
appropriate person.
You will be playing the role of an individual support worker working at Lotus
Compassionate Care. For the purpose of this assessment, the organisational protocol
requires all staff to report to the supervisor any identified potential breach of client
directives.
To complete this task, you will need access to:

 A video recorder
 A volunteer:
o One (1) volunteer to play the role of your supervisor
With a volunteer (to play the role of your supervisor), simulate a conversation to
report the potential breach of client directives. Refer to your responses from Case
Study 1, Question 4.
To document your completion of this task and to allow your assessor to evaluate your
performance, you are required to submit a video recording of this roleplay
conversation. The video must not be longer than three (3) minutes.
Save your video file using the filename: Subject 2-RP1
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Did the candidate report both the potential and actual breaches Choose an
described in the given scenario? item.
2) Did the candidate discuss with the supervisor other potential

ethical issues and dilemmas involved in the situation? Choose an
Guidance: Include potential and actual conflicts of interest you have item.
identified.

2
Scenario 4:
Despite your advice, Rose decides to go through with her plan. Not knowing how
Julia found out about her condition, Anna files a complaint against Lotus
Compassionate Care for breach of privacy and confidentiality.
Lotus has launched a full investigation to determine who provided Julia with the
confidential information.
5) Identify at least one (1) unethical conduct described in the scenario.
6) You know it was Rose who breached the confidentiality agreement. What will
you do?

Follow-up Questions
7) Identify how the investigation by Lotus Compassionate Care could have been avoided.
8) Review Lotus Compassionate Care’s Policies and Procedures by clicking here.

(username: newusername password: newpassword)
Are there any provisions or protocols regarding what must be done when an
employee breaches the client’s confidentiality?
Yes No
9) Create an email to your supervisor. In your email, suggest two (2) protocols
for Lotus Compassionate Care on what to do should a scenario like Rose’s
happen again.
Guidance: There is no need to send an actual email to address provided below.
To: rachel.a@yourdomain.com
Subject:
Message:

2
Case 2: The Case of Dennis Kyle
Dennis Kyle has been a resident of Lotus Compassionate Care for over a year. Dennis has arthritis,
Before his stay at Lotus Compassionate Care, Dennis was being cared for by his wife Sheryl. Sheryl
Their only son, John, was involved in a car accident years ago and is confined to a wheelchair. John
Scenario 1:
To make him feel as comfortable as possible, John put Dennis in a private suite at
Lotus Compassionate Care. He is given everything he needs, and he has so far been
happy at the home.
Tanya Pereira, the individual support worker who works with Dennis, helps him with
his daily morning routine. She helps him up from bed and prepares his shower.
While Dennis is in the shower, Tanya tidies up his room.
One morning, as Tanya was helping Kyle get up from bed, carrying his legs towards
the edge, she felt sharp pain in her lower back. She could not stand upright and had
to call on you, another individual support worker who happened to pass by Dennis’s
room, to assist her.

1) Looking at the picture of Dennis and Tanya on the previous page, identify two
(2) manual handling hazards that Tanya and Dennis face daily.
1.
2.
2) Who would be the appropriate person to contact to address Tanya’s problem?

Guidance: There is no need to mention names.

2
3) Following Lotus Compassionate Care’s relevant policies and procedures,
complete the Incident Report form provided below.
Consider industry standard protocol when filling out details.
Guidance: You may use the current date and use anytime in the morning.
Workplace details
Location: Lotus Compassionate Care
Supervisor: Rachel Allcot Contact phone: 6122 XXXX
Setting:
Incident details:
Day: Date: Time:
Report completed by:
Type of incident (indicate which is applicable)
Personal injury Staff Customer Child
Name of person
injured:
Part of Body Injured (if relevant):

Nature of injury sustained:
Abrasions, scrapes
Bite
Broken bone/fracture
Bruise
Burn
Concussion
Cut
Rash
Sprain
Swelling
Other (please specify):
Assault Staff Customer Other:

Response to incident (indicate which is applicable)
First aid treatment administered (please specify what/by whom etc.):
Medical treatment administered (please specify where/by whom etc.):
Assistance sought:
Ambulance Police Counsellor
Other information
Who witnessed the incident? (Please use full name, details of staff’s job title where applicable, and telephone
number/s):
NOTE: Be specific. Describe in detail what actually happened, stating the facts in a clear and precise
manner. Include exact location of incident, factors involved and any other details that may be
beneficial. A drawing of the centre layout, identifying where the incident occurred, would be useful.
Other information
This report was compiled by (full name, title, and contact On (date/time):
telephone):
This report is a true and accurate summary of the incident that occurred (please sign):

2
4) Write an email to your supervisor, Rachel Allcot, about what happened to
Tanya and why it happened. Suggest policies and procedures on how to
prevent a similar incident from happening again.
a. Write your email in the space provided. Do not exceed 200 words.
b. Fill out the Hazard Report form that follows to attach to your
email. Guidance: There is no need to send an actual email.
You may use the current date when filling out the form.
To Rachel Allcot<rachel.a@yourdomain.com>
From Your email address
Subject
Message
Name: Date:
Description of hazard:
To be completed by the person identifying the hazard
(Include area and task involved, and any equipment, tools, people involved. Use
sketches if necessary)
Suggested actions:
(List any suggestions you have for reducing or eliminating the problem, e.g. redesign,
use of mechanical devices, training, etc.)
Report to (name): Rachel Allcot

Position: Supervisor

Scenario 2:
You have taken over as Dennis’s individual support worker while Tanya is recovering
from her back injury.
One day, you notice Dennis is sneezing and sniffling.
5) According to the Lotus Compassionate Care , should you apply infection control measures when h
6) Write an email to your supervisor, Rachel Allcot, about Dennis’s current

condition and if certain measures should be applied.
Write your email in the space provided.
Guidance: There is no need to send an actual email.
To Rachel Allcot<rachel.a@yourdomain.com>
From Your email address
Subject
Message

2
Roleplay Task
The aim of this role-playing activity is to allow you to demonstrate your skills in:
 Following workplace procedures for at least one (1) simulated an
emergency situation.
You will be playing the role of an individual support worker working in Lotus
Compassionate Care, responding to the emergency situation described below.
To complete this task, you will need access to:
- A video recorder
- A volunteer:
o One (1) volunteer to play the role of Dennis
Dennis’s sneezing was particularly bad one day. As he was having his breakfast, he
sneezed hard and accidentally knocked his glass of water over. The glass broke,
cutting his hand in the process. He has sustained several small cuts and one deep cut
in the palm of his hand. He is bleeding.
To document your completion of this task and to allow your assessor to evaluate your
performance, you are required to submit a video recording of this roleplay situation,
including how you would respond to this emergency. The video must not be longer
than three (3) minutes.
Save your video file using the filename: Subject 2-RP2
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Did the candidate apply first aid? Choose an

item.
2) Did the candidate call for help? Choose an

item.

PROJECT ASSESSMENT
Project 1: Identifying Legal Requirements and Ethical Responsibilities
As an individual support worker, you are required to comply with all the legal
requirements and ethical responsibilities relevant to your work role. This project will
assess your knowledge and skills to ensure you are prepared to take on this aspect of
your role in a real-life support environment setting.
Project 1 will require you to identify these relevant legal requirements and ethical
responsibilities through a set of written questions and tasks.
Task 1
Review the different legal requirements that apply to individual support workers.
Select three (3) that you find most useful and relevant to your role as an individual
support worker. Complete the table below.
Guidance: Name the legislation and/or identify the section in the legislation from
where you have accessed the legal requirements, you identified. Write your
response here under the ‘source/s’ column of the table below.

2
How does this
requirement apply to you
Legal requirement Source/s
as an individual support
worker?

Task 2
Aside from understanding the different legal requirements, you must comply with, it
is also important that you know the scope and nature of your own legal rights and
responsibilities as an individual support worker. This helps ensure that you not only
protect your clients but also yourself.
Review your legal rights and responsibilities as an individual support worker, and
complete the table below:
(1) List three (3) legal rights of individual support workers and describe how they
apply to the scope of your role.
(2) List three (3) legal responsibilities of individual support workers and
describe how they apply to the scope of your role
Legal Rights of an Individual Support Worker
List three legal rights of Explain how these rights apply to the scope of your role as an
individual support workers individual support worker

2
Legal Responsibilities of an Individual Support Worker
List three legal

Explain how these responsibilities apply to the scope your
responsibilities of individual
role as an individual support worker
support workers

Task 3
Review the different ethical requirements that apply to individual support workers.
a) Select two (2) that you find most useful and relevant to your role as
an individual care worker. Complete the table provided below.
b) List two (2) sources of information about these ethical responsibilities
How does this requirement apply to you as an

Ethical requirement
individual support worker?
Sources of information
a)
b)

2
Project 2: Self-Reflection
Task 1
What signs do you notice in yourself when you are stressed and fatigued?
a. List two (2) signs you notice when you are stressed and when you are
fatigued.
b. List two (2) ways you cope with these conditions.
Signs I am stressed Signs I am fatigued
a) a)
b) b)
How I cope with stress How I cope with fatigue
a) a)
b) b)

Task 2
How do you maintain currency on safe work practices in regard to workplace
systems, equipment, and processes in your own work role? List two (2) responses.
List down three (3) specific sources of information you have referred to.
Ways to maintain currency on safe work practices:

a)
b)
Sources of information:
a)
b)
c)

2
Task 3
How do you ensure non-judgemental practice in your work role?
List two (2) values that you apply to work, and briefly explain how you apply these to
keep a non-judgemental attitude.
Values How these are applied

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s submission against the checklist below:
 The candidate has completed all the assessments in the workbook
and has submitted all of the required evidence:
 Knowledge Assessment
 Ethical and legal requirements for direct client care
 Safe work practices for direct client care
 Practical Assessment
 Case Study 1
 Written Tasks
 Roleplay Video Recording
 Case Study 2
 Written Tasks
 Roleplay Video Recording
 Project Assessment
 Project 1
 Project 2
 The candidate has submitted all of the following evidence:
 This completed workbook
 Cover Sheet (Assessment Workbook Cover Sheet signed and scanned)
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the
prescribed benchmarks.
End of Document

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Assessment Workbook 2

CHC33015 Certificate III in

Compliant Individual Support

Date Summary of modifications made Version

Version 1 final produced following

Added ‘ethical’ in Knowledge Assessment,

Modifications on the following:

Modifications on the following:

Updated Intranet logins; removed Case

Added Learner Guide

27 April 2018 Minor changes in wording and 1.6

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Accessing Intranet Pages and External Links

Assessment Workbook Version No.1.6 Produced 27 April

Assessment in this context can be defined as:

Assessment Workbook Version No.1.6 Produced 27 April

Developing and conducting assessment, in an Australian vocational education and

The principles of assessment

Assessment Workbook Version No.1.6 Produced 27 April

(Source: Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

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Why make a reasonable adjustment?

Reasonable adjustment applied to participation in teaching, learning and

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

CHCLEG001 - Work legally and ethically

1. Identify and respond to legal requirements

HLTWHS002 - Follow safe work practices for direct client care

1. Follow safe work practices for direct client care

For complete copies of the above units of competency:

CONTEXT FOR ASSESSMENT

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

1. Knowledge Assessment – A set of generic and workplace questions testing the

RESOURCES REQUIRED FOR ASSESSMENT

Assessment Workbook Version No.1.6 Produced 27 April

TITLE: Compliant Individual Support Practice

FIRST AND SURNAME:

Name: Signature: Date:

Assessment Workbook Version No.1.6 Produced 27 April

Part 1: Ethical and Legal Requirements for Direct Client Care

a) Children in the workplace Australia has legislation in place to protect children,Service

include-respect,professionalism,privacy,health and safety,ethics.

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Guidance: Provide at least

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Assessment Workbook Version No.1.6 Produced 27 April

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Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

Assessment Workbook Version No.1.6 Produced 27 April

b) Rights and responsibilities

Assessment Workbook Version No.1.6 Produced 27 April

d) Hazardous manual tasks

Assessment Workbook Version No.1.6 Produced 27 April

b) Hazardous manual tasks