Subject 1

Assessment Workbook 1
CHC43015 Certificate IV
in Ageing Support
Support Independence
and Wellbeing
Version 1.3 Produced 04 September 2020
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

23 March 2017 1.0
assessment validation.
Removed multiple choice and matching

24 March 2017 1.1
items for automated quiz.
Updated Knowledge Assessment Part 1,

19 March 2020 1.2
Question 2 in page 15.
04 September 2020 Reformatted font style of answer fields. 1.3
Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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INTRODUCTION .......................................................................... 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
ASSESSMENT REQUIREMENTS...................................................... 11
ASSESSMENT METHODS.............................................................. 12
RESOURCES NEEDED FOR ASSESSMENT ......................................... 12
ASSESSMENT WORKBOOK COVER SHEET ....................................... 13
KNOWLEDGE ASSESSMENT.......................................................... 14
Part 1: Individualised Support.................................................................................. 14
Part 2: Independence and Wellbeing ....................................................................... 18
Part 3: Healthy Body Systems ..................................................................................30
CASE STUDY ............................................................................ 33
Case Study 1: Abraham Chatzkel .............................................................................. 33
Scenario 1: Abraham’s Care Plan ....................................................................................................... 38
Scenario 2: The Case of Antonio Iglesias .......................................................................................... 39
Role Play Task .................................................................................................................................... 42
Case Study 2: Judith Comet ..................................................................................... 45
Scenario 1: The Reunion .................................................................................................................... 46
Scenario 2: Nurse Naja ...................................................................................................................... 49
Scenario 3: Getting Back on Track .................................................................................................... 53
Case Study 3: Maximilian Mills ................................................................................ 54
Scenario 1: The First Visit ...................................................................................................................55
Scenario 2: Back on His Feet .............................................................................................................. 57
SUBMITTING YOUR ASSESSMENT ................................................. 58

WORKBOOK CHECKLIST ............................................................ 59
FEEDBACK ............................................................................... 60

INTRODUCTION
This assessment workbook, together with the skills workbook, addresses all the
competency requirements of the following units:
• CHCCCS023 Support independence and well being
• HLTAAP001 Recognise healthy body systems
This workbook is divided into two parts:

1) The Knowledge Assessment, covering the following topics:
a. Individualised support
b. Independence and wellbeing
c. Healthy body systems
2) Practical assessment, covering the following case studies:
a. Abraham Chattel*
b. Judith Comet
c. Maximilian Mills
*Please take note that you will require access to a video recorder to document your
completion of the role playing activity included in these case studies. You will also
require the participation of volunteer/s to play the role of a client.
You must answer all questions using your own words. However you may
reference your learner guide to complete this assessment.

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 industry 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 judgement 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.
THE BASIC PRINCIPLES OF ASSESSING

NATIONALLY RECOGNISED TRAINING
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
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o 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
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
• Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.

• Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
• Valid
o 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
o 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 across all aspects of the unit of competency.
• Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
• Current
o This relates to the recency of the evidence and whether the evidence
relates to current abilities.
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 role and environment skills

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 prior to enrolment and during the course
• monitoring the adjustments to ensure learner needs continue to be met
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 was gathering evidence of the candidates
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.

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 Specialising in Aged
Care:
CHCCCS015 Provide individualised support

1. Determine support needs
2. Provide support services
3. Monitor support activities
4. Complete reporting and documentation
CHCCCS023 Support independence and wellbeing

1. Recognise and support individual differences
2. Promote independence
3. Support physical wellbeing
4. Support social, emotional and psychological wellbeing
HLTAAP001 Recognise healthy body systems

1. Work with information about the human body
2. Recognise and promote ways to support healthy functioning of the body
For complete copies of the above units of competency:

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

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
o describes the subtasks that make up the element of the unit
2. Knowledge Evidence
o describes the knowledge that must be applied in understanding the tasks
described in the elements
3. Assessment Condition
o describes the environment and conditions that assessments must be
conducted under

ASSESSMENT METHODS
1. Written questions
o Written assessments to test students’ understanding of underpinning
knowledge, concepts and/or theories relevant to the units of competency
included in this subject
2. Case Studies
o Detailed scenarios and simulated environments providing all necessary
information required to complete relevant tasks and activities
3. Projects
o A task or activity completed according to set instructions and guidelines to
meet the requirements of the relevant units
RESOURCES NEEDED FOR ASSESSMENT

Assessor to provide:
• Templates needed for tasks such as progress notes templates.
• Case studies and simulations
• Information about work activities
The student to provide:

• Computer with:
o Internet access through Google Chrome or other internet browsers
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
• Workplace-specific tools, equipment, materials, and industry software
packages (where applicable)
• Access to:
o video recorder or a mobile device with video recording capabilities
o support personnel (at least one) to volunteer in roleplay activities.

ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 1
TITLE: Support Independence and Wellbeing
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 a 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:

KNOWLEDGE ASSESSMENT
Part 1: Individualised Support
1. Describe the following service delivery models in aged care.
Residential care
Respite care
Home and
community care

2. Consider the standards of service delivery models in the aged care sector. List
four (4) of the Aged Care Quality standards.

3. Briefly explain how the following legal and ethical requirements are applied in
the care service industry.
Guidance: include how it is implemented by care service organisations and individual
workers
privacy,
confidentiality
and disclosure
duty of care
dignity of risk
human rights
discrimination

mandatory
reporting
work role
boundaries –
responsibilities and
limitations

Part 2: Independence and Wellbeing
1. Provide a brief description of each of the following basic human needs.
Basic human needs Description
1.1 physical
1.2 psychological
1.3 spiritual
1.4 cultural
1.5 sexual

2. Explain briefly the concept of self-actualisation as it relates to aged care.
3. Describe the following stages of human development across the lifespan.
Life Stages Description
3.1 Infancy
3.2 Early childhood
3.3 Preschool age
3.4 School age
3.5 Adolescence

3.6 Early adulthood
3.7 Adulthood
3.8 Maturity
4. Describe the following aspects of wellbeing.
Aspects of wellbeing Description
4.1 Physical
4.2 Psychological
4.3 Social

4.4 Spiritual
4.5 Cultural
4.6 Financial
4.7 Career/Professional

5. Consider the individual differences among people.
a. Briefly discuss how these individual differences are interrelated.
b. Briefly discuss how these individual differences may impact the provision
of support.
6. Provide a brief description of the following basic requirements for good health
of an older individual.
Requirements for
How it applies to older individuals
good health
6.1 mental health
6.2 nutrition and

hydration
6.3 exercise

6.4 hygiene
6.5 lifestyle
6.6 oral health
7. The following are common mental health issues encountered by older

individuals. List relevant risk factors and protective factors for each.
Mental health issues Risk factors Protective factors
7.1 Depression
7.2 Anxiety

8. Describe possible signs of abuse for each of the types of abuse listed below:
Types of abuse Indications of neglect or abuse
8.1 Physical abuse
8.2 Physical neglect
8.3 Sexual abuse
8.4 Psychological
abuse
8.5 Financial abuse

9. Outline the responsibilities of service providers in relation to compulsory
reporting of assaults on older people, as set by the Aged Care Act 1997.
10. Briefly explain how the Aged Care Funding Instrument (ACFI) is used to
determine funding for aged care recipients.

11. Briefly describe the Residential Care Subsidy as a funding model.
12. Briefly describe the Home Care Subsidy as a funding model.
13. List two examples of issues that can impact the health and wellbeing of older
individuals.

14. Myths and stereotypes of ageing and older people:
a) List three examples of stereotypes or “myth-conceptions” about older
people and the ageing process.
b) Briefly describe how these stereotypes impacts community values and
attitudes towards the ageing population.
a)
b)
15. List three examples of issues surrounding sexuality and sexual expression in
older people.

16. List three examples of indicators of emotional concerns and issues in older
people.

17. Consider the support strategies, resources, and networks made available for the
older people:
a) List two general resources on Aged Support and Services for the elderly
in Australia.
b) List two examples of support services funded by the Commonwealth that
directly or indirectly help and support the aged population.
c) List two examples of Non-Government Sector Associations and
Organisations that provide a large range of services and support to the
elderly.
a.
b.
c.

Part 3: Healthy Body Systems
1. Consider how the body maintains or regulates the body temperature.

a. Briefly explain how the body regulates temperature.
b. Briefly explain how the regulation of body temperature is affected by
ageing.
2. Consider how the body regulates fluid and electrolyte balance.

a. Briefly explain how the body regulates fluid and electrolyte, including pH,
balance.
b. Briefly explain how the regulation of fluid and electrolyte balance is
affected by ageing.

3. Briefly explain how the body eliminates these wastes.
4. Briefly explain how the body regulates blood pressure.
5. Briefly explain how the body protects itself from infection.

6. Briefly describe how much physical activity is recommended for older people to
support the body’s healthy functioning.
7. Briefly describe how active and passive exercise can be applied for elderly
clients.

CASE STUDY
This assessment is comprised of three case studies with scenarios and tasks that will
test your knowledge and skills relevant to the competency standard requirements of
the units included in this subject.
These case studies are hypothetical situations which will not require you to have
access to a workplace, although your past and present workplace experiences may
help with the responses you provide.
The evidence of your successful completion of the other competency standards that
are required to be performed in the workplace are all included in your Skills
Workbook.
Case Study 1: Abraham Chatzkel
Name: Abraham Chatzkel

Age: 91
Date of Birth: 16 January 20xz
Room #: 23
Abraham’s Care Plan is provided on the
following page.
Abraham Chatzkel is a new client at Lotus Compassionate Care. Abraham never

married and has no kids of his own. Before moving to the centre, Abraham stayed
with his niece, Abigail, her husband, Jacob, and their two daughters, Aliya and
Amira.
Abigail is a stay-at-home mother, taking care of Abraham and her two kids. Abigail’s
husband accepted a job in New York and moved there with the rest of family.
Abraham did not want to move to New York with them and prefers to spend the rest
of his life in Australia, where he has spent the most of his life.
Due to the distance and the time difference, all communications between the centre
and the family are done via phone call or email.
Guidance: For the purpose of this assessment, Abraham’s first day in the centre is 7 July,
20xx (current year).

Care Plan
Name: Abraham Chatzkel (fictitious name)
My preferred name: Abe
My Birthday is: 16th January (he is currently 91 years old)
My Room number is: 23
I am allergic to penicillin
Social History:
I was born in Israel. My mother is from Australia and my Father is from Israel. My family
moved to Brisbane when I was 8. My father was the local grocery shop owner and on
the weekends and afternoons after school I helped in the shop.
After I finished school I worked in my father’s shop until I went into the army for two
years. While I was in the army I fought in the second world war. When I left the army I
went back to work in the grocery shop, which I later inherited from my father.
I returned home from the war after learning my little sister’s husband left her and their
daughter, a few months after she was diagnosed with cancer. I took care of my little
sister and raised her daughter, Abigail, as my own after my sister passed away in 1960.
I never married.
Before I moved here, I lived with Abigail and her family. She married a nice young man,
Jacob, and they now have two lovely daughters, the twins, Aliya and Amira. Abigail
stopped working when she had the girls, and just stayed home taking care of them, and
also keeping me company.
I enjoy reading, especially stories about the time of the war. It reminds me of the time I
spent with my mates.
I was diagnosed with renal cell carcinoma which has now spread to other parts of my
body. I am now at Lotus Compassionate Care because my niece’s family is moving to
New York and I did not want to move with them. I want to live the rest of my life here in
Australia. With the twins old enough to go to school, I think it is time Abigail can go back
to work and do things for herself. I am finding it more and more difficult to complete
activities of daily living without assistance and I don’t want to be a burden to Abigail and
her family.
Communication
My needs My Goals How you can help me
To be able to hear I would like to be able • Support me to use my hearing aid
around me as I cannot to hear what people
hear very well are saying
Cultural and Spiritual
To be able to keep To follow the kashrut • Help ensure that my food is kosher
following Jewish (Jewish dietary laws)
practices while in the To be able to pray • Assist me to say my prayers by
centre three times a day reminding me of the time and

guiding me to a quiet place for
prayer.
Recreation

I like to sit out on the Enjoy the outdoors and • Support me to transfer to the Care
veranda each morning listen to my favourite Chair and wheel me out to the
and listen to the radio radio station in the veranda. Ensure I have my hat on
mornings and sunscreen applied. Ensure I
I like reading books am not directly in the sun for too
Finish as many new long (no more than 30 minutes).
books as I can • Turn the radio on to ‘easy listening
station’
• Ensure that I am comfortable
• Place the Feeding Cup with Spout
with water within my reach.
• Place the buzzer within my reach
• Ensure I have new books to read
and my spectacles within reach
Sensory

To maintain visual To continue being able • Help me to ensure my glasses are
ability to read my books clean before I put them on and
within reach for me when I am
To continue to see the alone.
people I am talking to.
Mobility
To maintain a level of To continue being able • Assist me taking morning walks
mobility that will allow to enjoy taking walks using my walker when I can, or take
me to enjoy the outdoors, especially me out on my wheel chair
outdoors early in the morning to • Please assist me to transfer using
watch the sunrise the hoist and two staff members.
To keep my muscles
and limbs toned
Personal Hygiene
I require assistance to To feel comfortable • Ensure my privacy and dignity is
meet my personal maintained
hygiene care needs • Speak with me about how you will
assist me
• Ensure the water in the washbasin
is warm but not too hot
• Use a soft washer and soap
substitute to gently clean my skin
• Gently dry my skin with a soft towel
and ensure it is thoroughly dried.

• Apply a protective barrier cream
(please do not rub my skin)
Oral Care
I require assistance to To maintain my self- • Ensure that I am sitting upright
meet oral care needs esteem. To maintain • Assist me to clean my teeth with a
healthy teeth and soft, small-headed toothbrush and
gums. fluoride toothpaste.
• Assist me to apply oral gel to my
lips
Skin Care
To maintain my skin To maintain comfort • Support and encourage me to
integrity and prevent pressure move around and not stay in bed or
injuries due to lack of sitting on my chair for long hours
mobility • Inspect my skin for redness
• Report and document if you notice
changes in my skin condition
• Ensure the linen is free from
wrinkles and smooth
• When conducting transfers be
careful not to pull, drag or knock my
skin
• Ensure skin my skin is clean and
dry
• I have an air pressure ripple
mattress on my bed
• Regular toileting to prevent me from
being incontinent.
Bowel Function
I sometimes To have a bowel • Monitor my bowel motions and
experience motion every day or complete the bowel chart
constipation every second day • Ensure I have the buzzer within
reach if I need to go to the toilet.
• If I have not had a bowel motion
after the 2nd day, give me an
aperient every morning until I have
successful bowel movement.
maybe also include encourage me
to eat high fiber soft diet as per
care plan and maintain fluid intake
Sleep

I sometimes wake To have a restful sleep • Ensure I am comfortable before I
during the night during the night. go to sleep
• Ensure the room is at a comfortable
temperature
• Ask me before you settle me for
sleep if I am comfortable and
reposition the pillows how I like it.
Nutrition and Hydration

Sometimes I am To maintain a good • Support me to sit upright
unwell and refuse food nutritional intake • Support me to eat a high nutrition
soft diet.
• Ensure I receive kosher meals
• Record what I eat and drink in my
food diary
• When I feel unwell and refuse food
inform the Registered Nurse.
Environment
When I am too hot or To be in an • When you help me with my
too cold I feel environment with a personal care ensure the room and
uncomfortable comfortable water temperature is comfortable.
temperature • Support me to ensure I have warm
clothing in cold weather and cool
clothing in warm weather before I
go out to the veranda
• Ensure my bedroom is at an
appropriate temperature
Pain
If I am experiencing To maintain a • Report and document if I

pain I feel manageable pain level experience any pain.
uncomfortable so I can optimise my • Administer my pain relief
well-being medication as directed by my
physician
My Medical History
I have diabetes and arthritis

Scenario 1: Abraham’s Care Plan
7 July, 20xx
After reviewing Abraham’s care plan, you’ve determined that there are several
aspects of the plan that are outside the scope of your role as a care worker.
1) What aspects of the care plan are beyond the scope of your role? List at
least two.
Guidance: List specific tasks that are outside the scope of your knowledge, skills or
job role
2) Which parts of the care plan do you recommend to be reviewed and

revised?
Guidance: List specific parts of the care plan that outlines task that are outside the
scope of your knowledge, skills or job role

Scenario 2: The Case of Antonio Iglesias
2 October, 20xx
Abraham shares his room in the centre with Antonio Iglesias. He is originally from
Spain. He loves listening to classic Latin music, and watching soccer on TV. They
often have their radio and TV on Antonio’s favourite Latin channels. As Antonio
got older, he became more and more nostalgic about his motherland and cannot
stop talking about Spain—the food, the people, and the places. Antonio is very
friendly. He loves to share stories about his adventures in Spain when he was
younger. Antonio is also a devout Catholic and a very conservative man.
On the other hand, although Abraham was born in Israel, he has spent most of his
life in Australia, and cannot relate to Antonio feeling home sick. Unlike Antonio,
Abraham is a very quiet and calm-natured man. He likes to keep to himself, read
books, or write on his journal.
Abraham has always been openly gay. Abraham still keeps a photo of his late
partner, Kevin, on his nightstand. This makes Antonio feel uncomfortable. He
often ends up preaching to Abraham about the sins of being gay and its
consequences according to the bible.
1) Briefly describe the social, cultural and spiritual differences between

Abraham and Antonio.
a) Social
b) Cultural
c) Spiritual
a.
b.

c.

2) Briefly describe possible support activities you could recommend to Abraham
to address the following needs.
Guidance: Take note of Abraham’s stage of life, development and strength when
suggesting support activities.
a) social needs
b) cultural needs
c) spiritual needs

Role Play Task
The aim of this role play activity is to allow you to demonstrate your skills in:
▪ communicating with your elderly clients
You will be playing the role of a care worker working in Lotus Compassionate Care,
assigned to provide care and support to Abraham.
To complete this task, you will need access to:
o a video recorder
o a volunteer:
o one volunteer to play the role of Abraham
One afternoon, Abraham confided with you that he does not like sharing a room with
Antonio.
With a volunteer (to play the role of Abraham), simulate a conversation with
Abraham to talk about his concerns.
To ensure that the scenario provides you the opportunity to demonstrate the skills
required for this task, use the following talking points in your role play:
Questions to be asked by Abraham:
o Do you believe I will go to hell for being gay?
o Should I just put away Kevin’s photo to get Antonio off my back?
o Lately I’ve been thinking a lot about joining Kevin in the afterlife. I know
this would make Abigail very sad. Is there anyone I can talk to about
these thoughts I’m having?
Guidance: when responding to this question, make sure to emphasise the
importance of using available support whenever he feels it is required
Points of discussion to be raised by the you as Abraham’s direct care provider:
o Seek Abraham’s feedback on specific aspects of his care plan that he
wishes to be reviewed by the supervisor/care manager and updated to
better fit his needs.
Guidance: review Abraham’s care plan and find opportunities for Abraham to
participate in his self-care activities that will help him feel empowered and
independent, as well as help him divert his attention away from his issues with
Antonio and towards more positive and productive activities.
o Suggest support activities that would help keep Abraham focused on
positive experiences. (activities should reflect Abraham’s physical, social,
cultural and spiritual needs)
Guidance: choose activities that will provide Abraham opportunities to utilise
his strengths; do this by helping Abraham identify and acknowledge his own
strengths and self-care capacity, and choosing activities together based on this

o Encourage Abraham to participate in social, cultural and spiritual
activities; consider the activities you’ve listed in question (8).
o Apart from the suggested support activities, also provide information on
the existing and potential new networks that are available for Abraham to
join with.
o In the course of your discussion with Abraham, make sure you allow him
to provide feedback and input in managing the delivery of their care
Guidance: seek his opinion in the different options you provide and let him select
what he finds best for his needs
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 role play
conversation. Save your video file using the filename: Subject 1-RP3. Submit this
video file along with this workbook to your Assessor.
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 respond to Abraham in a manner that is

respectful and accommodating of Abraham’s expression of
identity and sexuality?
Guidance: this includes not imposing own values and attitudes on
Abraham; this also includes using positive and supportive
communication to help promote Abraham’s self-esteem, self-
determination, and develop his trust
2) Did the candidate suggest appropriate support activities that

reflect Abraham’s personality and needs, and encouraged him
to participate in these activities?
Guidance:
o This includes helping Abraham identify his strengths and self-
care capacity, and choosing support activities that provide him
opportunities to utilise his strengths.
o Apart from recreational activities, this may also include
activities of daily living.
o Apart from suggesting support activities, this should also
include encouraging Abraham to participate in them
3) Did the candidate provide Abraham correct information about

available support services to help him regarding his suicidal
thoughts?
Guidance: this includes referring the candidate to the correct
personnel within the centre and providing information how to
access these support services and resources when needed

4) Did the candidate provide Abraham information on existing and
potential new networks available for him?
Guidance: this also includes encouraging him to join/participate
these networks
5) Did the candidate provide Abraham support that allows him to

manage the delivery of his care?
Guidance: this also includes encouraging Abraham to maintain his
independence

Case Study 2: Judith Comet
Name: Judith Comet

Age: 96
Date of Birth: 3 November 20xz
Room #: 7
Judith has been staying in the centre the past 4 years.

Judith has 4 children. All of them have their own families, and are currently
staying in different states across Australia. They have decided to place Judith in
a home after she’s been diagnosed with stage IV colon cancer 4 years ago. Having
cancer at such an advanced stage, Judith’s prognosis is less than a year. She was
always in a lot of pain, and required regular and constant assistance to complete
activities of daily living. It was clear that the family were unable to meet Judith’s
needs, as it was becoming too difficult for them to take care of her.
They decided to place Judith in the care of Lotus Compassionate Care hoping
that it will provide her with a more comfortable environment, with all the
professional support she needs to ease the symptoms, pain, physical stress, and
mental stress brought about by her condition for the remainder of her life.

Scenario 1: The Reunion
30 November 20xx, 1:25PM
Judith has been in your care since she arrived in the centre. However, the last
two months, you have been away on a holiday.
On your first day back, as you and another care worker were about to hoist her
from the bed and onto her wheelchair, you noticed that Judith has sore, purple
discolored and painful spots about 8cm across on both her shoulders, and a
smaller one about 3cm across on the back side of her head.
When she was on her side, you saw some bleeding through her pants and on the
bed sheets from the upper part of her buttocks. It appears it has not been checked
for at least a day or two. Her bed sheets were stained and smelled of faeces and
urine. She looked in pain. You asked her if you could check what’s causing her
pain. You found that she had an open wound about 2cm across and the skin
surrounding it was very red and discolored. Judith cringed in pain as you gently
assessed the condition of her skin.
You later found out that she has not been out of her bed in two days. You asked
her why she has not gone out of her bed, and she told you that she’s just been
feeling too tired lately, and going out just takes too much effort. She asked you if
she could just stay in bed and rest today. You noticed that she seems withdrawn.
You also noticed that she’s lost a lot of weight since the last time you saw her
about two months ago.
1) List two examples of changes in Judith’s physical condition that must be

reported to the supervisors.

2) Explain how these physical conditions are affecting Judith’s wellbeing.
Guidance: include in your explanation the specific indications (from Judith’s
behavior and responses) that her physical conditions are affecting her overall health
and happiness

3) According to Lotus Compassionate Care’s Policies and Procedures, you are
required to report to your supervisor and/or care manager should you
note any of the following:
o Changes in your client’s physical condition and how it is affecting their
wellbeing
o Changes in your client’s wellbeing
o Required care/support that are beyond the scope of your role
According to Lotus Compassionate Care’s policies, you are required to

document this in the client’s progress notes.
Complete the Progress Notes Template for Judith below:

Guidance: For the purpose of this assessment, your assessor will play the role of
Lotus Compassionate Care’s Care Manager.
Surname:
Given Name:
Room Number:
DOB:
Care Manager:
PROGRESS NOTES
Date/Time Comments
Signed:
Complete name:
Position:

Scenario 2: Nurse Naja
30 November 20xx, 1:25PM
Judith asked you if you can get medication to help her with the pain. She started
feeling pain on her buttocks and both shoulders two days ago but did not tell
anyone until you were back from your medical leave. When you asked her why
she did not tell anyone about it, she said she did not want to bother the nurse.
This made you worry about Judith and asked her if there was anything else that
was bothering her. You found out that she has not had any bowel movement in
two days, and urinating has started to become painful for her.
She asked if you can clean her wounds and give her pain medication. You
explained to her that although you would love to help her, you are not qualified
to perform those procedures on clients.
You checked her care plan and found that her nurse’s name is Naja Nielsson.
You explained to Judith that Registered Nurse Naja Nielsson would be the best
person to clean her wounds and help her manage her pain with medication as
prescribed by her doctor.
Judith appeared worried when you mentioned the nurse’s name. She hesitantly
tells you that the pain is gone and she feels fine. She tells you she does not need
the pain medication anymore.
1) List two aspects of the scenario that describe physical health situations that
are beyond your scope of support as a care worker:
Guidance: if applicable, indicate specific tasks relevant to these physical health
situations that are beyond your scope of support as a care worker.

2) List three possible signs of abuse and neglect from the given scenario. Indicate
whether the signs you’ve listed are signs of abuse, neglect or both.
Guidance: You must include at least one example of signs of neglect, and at least one
example of signs of abuse.
Signs of neglect/abuse Neglect Abuse

3) Following Lotus Compassionate Care’s relevant policies and procedures
complete the incident report form provided below.
For the purpose of this assessment, your supervisor at Lotus

Compassionate Care is your Assessor.
Guidance: take note that according to Lotus Compassionate Care’s policies, reports
of abuse must be completed on the same day it was discovered.
1. Workplace details
Location:
Supervisor: Contact phone:
Setting:
2. Incident details
Day: Date: Time:
Report completed by:
3. 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:
4. 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
5. 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.
6. 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):

Scenario 3: Getting Back on Track
Monday, 30 November 20xx, 1:25PM
You checked the rest of the room for other soiled items that need washing. You
noticed that the anti-slip mats in Judith’s bathroom are not there anymore, and
water is pooling between the tiles of the shower floor.
Guidance: For the purpose of this assessment, your assessor will play the role of your
supervisor
1) Identify the hazards in the given scenario. Following Lotus Compassionate

Care’s relevant policies and procedures, file a hazard report using the form
below:
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):
Position:

Case Study 3: Maximilian Mills
Name: Maximilian Mills

Age: 85
No Care Plan is provide as it is not
required for you to complete the
tasks included in this Case Study.
Maximilian Mills, or Max, is new at the centre. He was placed in the centre by
his second wife, Marcia. Max’s 1st wife passed away from cancer two and a half
years ago. Max met Marcia, now 45 years old, a year later and got married soon
after.
Max had a boating accident shortly after their wedding. He had a hip
replacement surgery and is still recovering. The doctor advised that Max should
still be able to walk again with proper therapy. Max remains positive and hopeful
to get back on his feet so he can come home to his wife again.
Max was placed in the care of Lotus Compassionate Care after he was released
from the hospital. Marcia feels Max would receive better care and support in the
centre than at home with her.
Max never had any children from his first marriage. Marcia is his only remaining
family.

Scenario 1: The First Visit
It has been two months since Max arrived at the centre, and Marcia has not yet
visited since. One morning Marcia arrived in the centre to visit Max. She was
carrying with her a basket of pastries and a file folder.
The following day, you noticed Max staring blankly out his window and looking
very sad. You asked if he was okay.
Max explained that he was feeling sad because Marcia wants to sell their house
in the country to move to a smaller house in the city. She says she is feeling lonely
by herself in the big house and cannot take care of it on her own. Marcia told
Max that if they sell their house, and move to a smaller house, they will be able
to afford a private nurse so Max can stay home with her again. Marcia further
suggested that if Max does not want to sell the house, Marcia will move to Darwin
to live with her sister as she “simply cannot stay in that big, old house by herself
anymore”.
Max does not want to sell their house. He grew up in that house. But at the same
time he wants to come home with Marcia. And he does not want Marcia to move
to Darwin.
Marcia will be back next week for Max’s decision, and it is putting a lot of stress
on Max. You often catch him sitting quietly in a corner and staring blankly into
space. There were also several times you’ve heard him talking to himself,
weighing the pros and the cons of selling the house. This predicament is
obviously putting a lot of emotional and psychological stress on Max.
Although Max still tries to be cheerful and funny when you are around, you see
him by himself more and more often, instead of watching TV with the other
residents or playing chess with his roommate, like he usually enjoys doing. This
has also made his roommate, Bobby worry about him. Bobby asked if you could
talk to Max about his problems.

1) Looking after your client’s wellbeing is a key aspect of your role as a care
giver. This includes reporting any cultural or financial issues impacting
your client’s wellbeing.
Following Lotus Compassionate Care’s relevant policies and procedures, file

the Elder Abuse Incident Form according to the possible abuses described in
Max’s case study scenario:
Lotus Compassionate Care Forms

(Download the Abuse Incident Report Form)
Login: learner
Password: studyhard
Save the completed form using the filename: MaxMills-IncidentReport
Answer the follow-up questions below:
a. Identify one possible risk to Max’s mental health brought about by his
situation:
b. List two examples of protective factors for mental health present in the
provided scenario:
c. List two examples of cultural or financial issues that may impact on Max’s
wellbeing:

Scenario 2: Back on His Feet
Max decided that he will not sell his house. Max promised himself that he will
religiously follow his therapy, and will dedicate his time making sure he is able to
walk again.
The doctor stressed the importance of not over-exerting his affected hip, and
making sure that he follows a healthy pace during these physical therapy sessions.
Max is prescribed to have his physical therapy at a maximum of an hour per
session, two sessions per day, and with a minimum interval of 2 to 3 hours of rest.
During his spare time, Max is allowed to do other mild exercises as long as they
do not put strain on his legs. Other than the hip surgery, Max does not have other
medical conditions.
1) Looking after your client’s wellbeing is a key aspect of your role as a care giver.
This also includes recognising and promoting ways to support your client’s
health.
Research different ways Max can help improve his recovery other than
exercising. List three different things Max can do to supplement his physical
therapy and exercise regime.
Guidance: Include a brief explanation how these activities will promote the healthy
functioning of the body, and support his fast recovery.
How will these activities promote healthy

Three things Max can do to supplement his
functioning of the body, and support his fast
physical therapy and exercise regime
recovery?
Click here to enter text. Click here to enter text.

SUBMITTING YOUR ASSESSMENT
Please ensure that you have completed ALL required work in your Assessment
Workbook before uploading your files.
Please take note that once you have submitted the assignment for grading, you can
no longer submit another assignment for the same subject until it has been marked
by an Assessor.
There are several ways to upload different types of files (video, folders, documents,
etc). Read and follow the instructions in the Submitting An Assessment
document.

WORKBOOK CHECKLIST
When you have completed assessing this workbook, review the candidate’s
assessment against the checklist below:
The candidate has completed all the assessments in the workbook:
Written Questions
Case Study 1: Abraham Chatzkel
▪ Role Play Task Video: Communicating with Client
Case Study 2: Judith Comet
Case Study 3: Maximilian Mills
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.

FEEDBACK
Well done for finishing this workbook. We hope that what you learn with
us will open up new pathways of success in your life. At Compliant
Learning Resources, we continually strive to improve our courses and
heighten the learning experience for you. One way we do this is by seeking
feedback. Your experience is important to us and we are very keen to hear
any suggestions or complaints you may have. Click on the button below to
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Assessment Workbook 1

Date Summary of modifications made Version

Version 1 final produced following

Removed multiple choice and matching

Updated Knowledge Assessment Part 1,

04 September 2020 Reformatted font style of answer fields. 1.3

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

SUBMITTING YOUR ASSESSMENT ................................................. 58

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

This workbook is divided into two parts:

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Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

THE BASIC PRINCIPLES OF ASSESSING

The principles of assessment

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

CHCCCS015 Provide individualised support

CHCCCS023 Support independence and wellbeing

HLTAAP001 Recognise healthy body systems

For complete copies of the above units of competency:

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

RESOURCES NEEDED FOR ASSESSMENT

The student to provide:

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

TITLE: Support Independence and Wellbeing

FIRST AND SURNAME:

Please read the Candidate Declaration below and if you agree

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Part 1: Individualised Support

1. Describe the following service delivery models in aged care.

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

1. Provide a brief description of each of the following basic human needs.

Basic human needs Description

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3. Describe the following stages of human development across the lifespan.

Life Stages Description

3.2 Early childhood

3.3 Preschool age

3.4 School age

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

4. Describe the following aspects of wellbeing.

Aspects of wellbeing Description

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6.1 mental health

6.2 nutrition and

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

6.6 oral health

7. The following are common mental health issues encountered by older

Mental health issues Risk factors Protective factors

Assessment Workbook 1 Version No.1.3 Produced 04 September 2020

Types of abuse Indications of neglect or abuse