UNIT CODE – Unit title (Release No.

)
 Australis Institute of Technology and Education

Australis Institute of Technology and Education (AITE) (Australia)

Level-2, 25 George Street, Parramatta NSW 2150, Australia
Email: [email protected]
Website: https://aite.edu.au/

© 2023 Australis Institute

Version Control & Document History

Date Summary of Modifications Version

22 December 2022 Version 1.0 released for publishing 1.0

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 Australis Institute of Technology and Education

Table of Contents
Introduction.......................................................................................................................4
Competency-Based Assessments........................................................................................5
Assessing Nationally-Recognised Training...........................................................................6
Dimensions of Competency................................................................................................8
Reasonable Adjustment......................................................................................................8
The Unit of Competency.....................................................................................................9
The Context of Assessment...............................................................................................10
Assessment Methods........................................................................................................10
Resources Required for Assessment.................................................................................10
Accessing External Links....................................................................................................10
Assessment Workbook Cover Sheet..................................................................................11
Knowledge Assessment....................................................................................................12
Assessment Workbook Checklist.......................................................................................46
Record of Assessment (Assessor’s Use Only).........................................................................48

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 Australis Institute of Technology and Education

Introduction
This workbook contains the Knowledge Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you will likely encounter in a workplace setting. 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.
The evidence you submit must be your own work except where due reference is made
and where you are required to submit supplementary workplace documents such as
policies and procedures.
When completing the assessments included in this workbook:
1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
 If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
 Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming
convention prescribed in each task.

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 Australis Institute of Technology and Education

Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed 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 candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate 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 candidate 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 in performing 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 candidate. 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.

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 Australis Institute of Technology and Education

Assessing Nationally-Recognised Training

Developing and conducting assessment in an Australian Vocational Education and Training
(VET) context is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. 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.
2. 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.
3. 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 candidates 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 the
assessor and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.

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4. Assessment must be fair

 The assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. 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.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. 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)

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 Australis Institute of Technology and Education

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:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate 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 candidates with disabilities have:
 The same learning opportunities as candidates without disabilities, and
 The same opportunity to perform and complete assessments as those without
disabilities.
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 before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met

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 Australis Institute of Technology and Education

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, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, 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.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCCCS040 - Support independence and wellbeing (Release 1)
1. Recognise and support individual differences.
2. Promote independence.
3. Support physical wellbeing.
4. Support social, emotional and psychological wellbeing

A complete copy of the above unit of competency can be downloaded from the TGA
website:
https://training.gov.au/Training/Details/CHCCCS040

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 Australis Institute of Technology and Education

The Context of Assessment

To complete the assessments in this workbook, students need to have access to their learning
materials and the Internet.
The Knowledge Assessment may be completed wholly at the candidate’s home or chosen
place of study.

Assessment Methods
This workbook uses the following assessment method:
Knowledge Assessment
A set of general and workplace questions testing the candidate’s general knowledge and
understanding of the general theory behind the unit.

Resources Required for Assessment

The candidate will need access to:
 Computer with Internet, email access, and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

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 Australis Institute of Technology and Education

Assessment Workbook Cover Sheet

To the candidate: Print this cover sheet and complete it by filling in all the required
information and signing 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: CHCCCS040 Cover Sheet

Workbook CHCCCS040

Title Support independence and wellbeing (Release 1)

First and Last Name Natalia Giraldo

Phone 0406437286

Email [email protected]

Please read the Candidate Declaration below, and if you agree to the terms
of the declaration, sign and indicate the date in the spaces 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. I am aware that my assessor will not assess work that cannot be 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 signed:

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Australis Institute of Technology and Education

Knowledge Assessment
Preliminary Task
Question 20 of this Knowledge Assessment requires you to refer to the legislation,
standards and codes of your state/territory.
For your assessor’s reference, indicate below which state/territory you are currently based
or located in by ticking the box that corresponds to your answer.
When answering Question 20, you must refer to the legislation, standards and codes of the
state/territory you ticked below.

The state/territory where you are currently based or located in:

☐ Australian Capital Territory ☐ South Australia

☒ New South Wales ☐ Tasmania

☐ Northern Territory ☐ Victoria

☐ Queensland ☐ Western Australia

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1. List two examples for each of the following types of basic human
needs in the table provided below.

Types Two examples

a. Food
i. Physical
b. Shelter

a. Affection
ii. Psychological
b. Self-esteem

a. Sense of purpose
iii. Spiritual
b. Spiritual connection

a. Cultural identity
iv. Cultural
b. Cultural participation

a. Intimacy
v. Sexual
b. Sexual safety

2. Answer the following questions about the concept of self-

actualisation.

i. What is the concept of self-actualisation?

Refers to the process of developing a person's full potential and individuality,
seeking to achieve a state of wholeness and authenticity in life. It involves the
realisation of oneself in a holistic way, including physical, emotional, intellectual,
spiritual and social aspects.

ii. Identify two ways you can support an individual to become self-actualised:
a. Providing opportunities for personal development through skill-building
activities and education.
b. Promoting emotional well-being and satisfaction by creating a supportive
and empowering environment.
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3. Describe the human development that happens in each stage of life.

Stage of human Description

development

Infancy, from birth to 2-3 years, is a time of rapid physical

changes, including motor development and brain growth.
i. Infancy Babies begin to explore their environment and develop
basic motor skills. They also begin to form emotional
attachments with their primary caregivers.

Early childhood, from 2-3 years to about 6 years, is

characterised by rapid language development and
ii. Early childhood socialisation. Children acquire fine and gross motor skills,
begin to interact with peers and develop a basic
understanding of the world around them.

During the school-age stage, which spans from age 6 to

early adolescence, children continue to develop cognitive
and academic skills. They learn to read, write and acquire
iii. School-age
formal skills in school. They also develop more complex
relationships with their peers and begin to explore their
personal interests.

Adolescence, which spans 12-18 years, is a transitional

stage marked by significant physical changes due to
puberty. Adolescents develop a personal identity, explore
iv. Adolescence
their independence and face emotional and decision-
making challenges. They also establish romantic
relationships and closer friendships.

Adulthood extends from adolescence to middle age and

beyond. At this stage, people embark on careers, establish
partnerships and family relationships, and face financial
v. Adulthood
and social responsibilities. Continuous development relates
to the achievement of personal goals, family formation and
career advancement.

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In the stage of maturity, which begins in middle age and

extends into old age, people face issues related to ageing,
vi. Maturity retirement, and reflection on life. Development at this
stage involves adapting to physical and emotional changes,
as well as searching for meaning and purpose in life.

4. Define the following aspects of a person’s wellbeing.

Aspect of wellbeing Definition

Physical well-being refers to the state of health and

functioning of the body. It includes aspects such as
nutrition, exercise, sleep, and disease management.
i. Physical
Maintaining good physical well-being involves taking care
of the health and well-being of the body to ensure optimal
functioning.

Psychological well-being relates to a person's mental and

emotional health. It involves aspects such as stress
management, self-esteem, resilience, and emotional
ii. Psychological
health. Maintaining good psychological well-being involves
developing skills to cope with emotional challenges and
maintain positive mental health.

Social well-being focuses on a person's interpersonal

relationships and connections. It includes the quality of
relationships with friends, family, and the wider
iii. Social
community. Maintaining good social well-being involves
building healthy relationships, effective communication,
and participation in social activities.

Spiritual well-being refers to the search for meaning and

purpose in life, as well as connection to personal beliefs or
iv. Spiritual
values. It may include religious or spiritual practices,
reflection on values, and exploration of existential issues.

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Cultural well-being relates to respecting and promoting

one's cultural identity. It includes recognition of cultural
v. Cultural
diversity and respect for one's own and others' cultural
beliefs and practices.

Financial well-being refers to managing one's financial

resources, including saving, budgeting, investing and
vi. Financial financial planning. Maintaining good financial well-being
involves making responsible financial decisions and
ensuring that basic needs are met.

Career or occupational well-being relates to career

vii. Career or development, job satisfaction and work-life balance. It
occupation includes finding meaningful work, professional growth and
managing work-related stress.

5. Answer the following questions about individual differences.

i. List three traits that contribute to an individual’s unique differences.

a. Personality
b. Life experiences
c. Skills and talents

ii. How are individual differences interrelated?

Individual differences are interdependent and intertwined in a number of ways.
For example, a person's personality can influence the choices they make in life
and, in turn, life experiences can shape their personality. A person's abilities and
talents can also be influenced by their experiences and environment. In short,
individual differences interact and influence each other in a dynamic process
throughout a person's life.

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iii. How do individual differences impact how support is provided to the individual?
Individual differences play a crucial role in how support is provided to an
individual. By understanding differences in personality, life experiences and skills,
more personalised and effective support can be provided. For example, someone
with an introverted personality may need a more individualised approach to
support that takes into account their communication style. Life experiences, such
as past trauma, may require a specific therapeutic approach to address that
person's emotional needs.

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6. Identify two requirements that contribute to a person’s health and

wellbeing for each area listed in the table below.

Area Requirements
a. Social support.
i. Mental health b. Stress management.

a. Balanced intake of macronutrients.

ii. Nutrition b. Adequate intake of vitamins and minerals.

a. Regular consumption of water.

iii. Hydration b. Monitoring of fluid intake.

a. Regular physical activity.

iv. Exercise b. Variety in exercise routine.

a. Daily body cleansing.

v. Hygiene b. Frequent hand washing.

a. Adequate and regular sleep.

vi. Lifestyle b. Avoidance of excessive use of alcohol and tobacco.

a. Regular tooth brushing.

vii. Oral health b. Regular dental check-ups.

7. Complete the following table by:

i. Defining each given mental health issue.
ii. Identifying two risk factors associated with each issue.
iii. Identifying two protective factors associated with each
issue.

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Issue Definition Risk factor Protective factor

Depression is a mood disorder a. Family history of depression. a. Strong social

characterised by profound and b. Previous experience of support network.
persistent sadness, loss of interest or trauma or significant stress. b. Access to treatment and
pleasure in daily activities, fatigue, therapeutic support.
i. Depression changes in appetite and sleep,
feelings of worthlessness and
difficulty concentrating. It can
significantly interfere with daily
functioning and quality of life.

Substance abuse refers to the a. History of substance abuse a. Education and awareness of
excessive and harmful use of in the family. the risks of substance
psychoactive substances, such as b. Exposure to environments abuse.
ii. Substance
drugs or alcohol, resulting in or social groups where b. Access to treatment and
abuse
negative consequences for physical substance use is common. recovery support
and mental health, social well-being programmes.
and daily functioning.

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8. Answer the following questions about restrictive practices

i. Describe what constitutes a restrictive practice.

A restrictive practice is any action that limits a person's freedom or autonomy,
often for security reasons. These practices should be used with caution and less
restrictive alternatives should be considered to protect the dignity and rights of
the person concerned.

ii. Complete the table by:

a. Providing the legislation relevant to restrictive practices in the industries
listed below.
b. Providing a legal requirement based on the given legislation.
c. article or section number where the legal requirement may be found.
d. Explaining how the legal consideration impacts provision of support.

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Industry Restrictive Practices Legal requirement How this impacts provision of

Legislation support

Legislation relating to A legal requirement in aged care concerns risk The legislation requires that the use
aged care includes assessment and implementation of strategies to of restrictive practices, such as
the Aged Care Act minimise the practice of physical restraints in physical restraints, in the care of
1997 and its residential care homes. older people be minimised. This
regulations. There affects the provision of support by
are also specific encouraging more person-centred
1) Aged Article or section number:
regulations for aged and less restrictive approaches.
Care
care providers. Part 4A of the Care of Older Persons Act 1997 Providers must conduct risk
(Section 16-16I). assessments, implement alternative
strategies and ensure the safety
and well-being of residents without
resorting to practices that limit their
freedom and autonomy.

NDIS Act 2013 (NDIS An important legal requirement is the focus on The legislation emphasises the
Act) and related the active involvement of people with importance of the participation and
regulations are crucial disabilities in planning their own support choice of people with disabilities in
2) Disability to the provision of services, in accordance with their specific goals making decisions about their
Support support for people with
and needs. support services. This influences the
disabilities.
provision of support by ensuring
that services are more personalised
Article or section number: and person-centred, thereby

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CHCCCS040 – Support independence and wellbeing (Release 1)

NDIS Act 2013, including Section 33 increasing the autonomy and well-
(Person's involvement in planning) and being of persons with disabilities.
Section 34 (Support plan).

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iii. Identify the five forms of restrictive practices regulated by law.

a. Physical restraints.
b. Use of medication to control behaviour.
c. Restriction of movement.
d. Physical or social isolation.
e. Use of chemical restraints.

iv. What are the seven conditions of registration that service providers must meet
when using regulated restrictive practices according to NDIS.
a. Policies and procedures for the use of restrictive practices.
b. Evaluation and review of the effectiveness of restrictive practices.
c. Training of personnel in the application of restrictive practices.
d. Documentation and recording of restrictive practices.
e. Review of cases of restrictive practices by a health professional.
f. Involvement of the client and client's representative in decision-making.
g. Reporting and recording of incidents related to restrictive practices.

v. List three positive strategies that can be used in place of restrictive practices.
a. Person-centred planning.
b. Communication support and conflict resolution skills.
c. Use of behaviour management techniques based on positive support.

vi. Identify the two things to take into account for a careful clinical and ethical
consideration.
a. Assessment of the actual need for a restrictive practice.
b. Exploration of less restrictive alternatives.

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vii. Identify the two ethical considerations relevant to restrictive practices.

a. Respect for the dignity and autonomy of the person.
b. Principle of beneficence and non-maleficence (do good and do no harm).

viii. List all the documentation requirements needed when using restrictive
practices according to the Aged Care Act 1997.
a. Legislation: Aged Care Act 1997
b. Legal Requirement: Minimize the use of physical restraints
c. Section: Part 4A, Sections 16-16I
d. Impact on Support: Encourages person-centered care and the use of alternative
strategies.

.
ix. Summarise the documentation requirements stated in Sections 14 and 15 of the
NDIS Restrictive Practices and Behaviour Support Rules 2018.
Section 14: Documentation of Assessment and Behavioural Support Planning:
The assessment must include a comprehensive review of the needs, preferences
and goals of the person with a disability.
An individualised behavioural support plan should be documented that describes
the strategies to be followed to address the person's needs.
The plan should be based on the assessment and be reviewed and updated
regularly.

Section 15: Documentation of Implementation and Review of the Behavioural

Support Plan:
The implementation of the behavioural support plan should be properly recorded,
including the strategies implemented and the outcomes.
A record should be kept of the ongoing review of the plan, with documentation of
changes made and the effectiveness of strategies.
All records must be accessible to the person with a disability, their representative
and support staff.

9. Identify two physical indicators and two behavioural indicators of

neglect or abuse for each form of abuse listed in the table.

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Forms of abuse Physical indicators Behavioural indicators

Unexplained bruising. Changes in the victim's behaviour, such as fear or

avoidance.
i. Physical abuse Bone fractures.
Evasive or contradictory comments from the victim
about injuries.

Malnutrition or dehydration. Deteriorating health without adequate medical care.

ii. Physical neglect Untreated infections or untreated wounds. Obvious neglect of the victim's well-being by the
caregiver.

Genital or anal injuries. Abrupt changes in the victim's sexual behaviour.

iii. Sexual abuse Sexually transmitted infections. Fear or avoidance of specific situations or people.

Mental health problems, such as anxiety or Social isolation and withdrawal.

iv. Psychological or depression.
Humiliation, intimidation or threats by the abuser.
Emotional abuse
Changes in sleep pattern or appetite.

Sudden decrease in the victim's wealth or Unauthorised access to the victim's bank accounts or
assets. property.
v. Financial abuse
Shortage of food or medicine despite Coercion or manipulation to carry out financial
available financial resources. transactions.

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10. Identify the reporting requirements for suspected abuse situations

in your workplace.

Notify a supervisor or manager.

Report to a human resources or compliance department.
Comply with legal obligations to report to the appropriate authorities.
Communicate with the victim about their rights and reporting options.
Record suspected abuse in accordance with established procedures.

11. Briefly define the following service models.

Service delivery model Definition

A model of medical care and support service aimed at

improving the quality of life of patients with serious or
terminal illnesses. They focus on relief of suffering,
i. Palliative care
symptom control and emotional support for both the
patient and their loved ones, with a focus on improving
comfort and well-being rather than seeking a cure.

Residential care is a service model that involves providing

care and accommodation for people who require
assistance in a residential setting. These services are
ii. Residential care offered in care homes, nursing homes or other assisted
living facilities, and provide support with daily activities,
medical and social care to those who are unable to live
independently.

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Home and community-based care is a service model that

provides care and support to people in their own homes
and within their local communities. This may include
iii. Home and
health, personal care, therapy and social support services
community care
for older people, people with disabilities or those who
need assistance to maintain their independence and
quality of life.

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12. List the eight Aged Care Quality standards.

i. Dignity and respect.

ii. Participation and choice.

iii. Safe and high quality lives.

iv. Meaningful personal relationships.

v. Person-centred care.

vi. Coordination of care.

vii. Protection of rights and prevention of abuse.

viii. Feedback and accountability.

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13. Briefly explain how the six National Standards provided below are
applied or upheld by disability service providers.

Standard Explanation

Providers respect and promote the rights of people with

disabilities, including the right to dignity, equality and
i. Rights participation in decisions about their care and support.

They encourage the active participation of people with

ii. Participation and disabilities in planning and decision-making related to their
inclusion care. They seek inclusion in the wider community and
society.

Focus on achieving meaningful outcomes for each person,

iii. Individual tailoring services to meet their specific needs and personal
outcomes goals.

They establish processes for people with disabilities to

iv. Feedback and provide feedback and file complaints, ensuring timely
complaints response and problem resolution.

Ensure that services are available and accessible to all

persons with disabilities, without discrimination. This
v. Service access includes providing adequate information and
communication.

Manage services effectively and efficiently, maintaining

vi. Service high standards of quality and safety, and continuously
management monitoring user satisfaction and progress.

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14. Briefly define the following funding models relevant to individual

support.

Funding Model Definition

The NDIS is an Australian funding model that provides

financial support to people with significant disabilities to
i. National Disability access personalised services and supports. The NDIS is
insurance Scheme based on a choice and control approach, allowing
(NDIS) individuals to select and coordinate their own services and
providers, and provides funding based on their specific
needs.

The CHSP is an Australian government funding programme

that provides in-home support to older people to help
ii. Commonwealth them live independently. It provides a wide range of
Home Support services, such as personal care, meal delivery services,
Programme (CHSP) transport and welfare services, funded by the government
to improve older people's quality of life and their ability to
remain in their homes.

15. List five issues that can impact the health and wellbeing of an
individual.

i. Chronic illnesses.

ii. Stress and mental health disorders.

iii. Lack of access to adequate health care.

iv. malnutrition

v. Homelessness or housing insecurity.

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16. Answer the following questions about community values and

stereotypes.

i. How can incorporating the values of a person’s community impact the care and
support they receive?
Incorporating the values of a person's community into the care and support they
receive can influence the appropriateness and acceptability of those services.
When cultural and community values are respected and integrated into care, a
more responsive and empathetic environment is created, facilitating
collaboration and effective care.

ii. How can understanding the attitudes of a person’s community impact the care
and support they receive?
Understanding the attitudes of a person's community can influence care and
support by helping providers adapt their approaches and practices to align with
the beliefs and expectations of that specific community. This can improve
communication and the trusting relationship between provider and service
recipient.

iii. Describe the possible impact of the following myth about childcare centres:
‘Childcare centres can negatively affect the relationship between parent and child’.
The myth that childcare can negatively affect the parent-child relationship can
influence parents' decisions about childcare. It can generate unnecessary worries
and anxieties about the quality of care. However, the reality is that well-managed
childcare can provide safe and nurturing environments that can enrich children's
lives and give parents support and flexibility in balancing their responsibilities.

iv. Describe the possible impact of the following myth about older people: ‘Older
people can’t learn or change’.
The myth that older people cannot learn or change can lead to underestimation
of their capacities. In reality, older people can learn and adapt to new situations
and challenges. Ignoring this fact can limit opportunities for growth and
development in old age.

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v. Describe the possible impact of the following stereotype about people with a
disability: ‘People with disabilities always need help’.
The stereotype that people with disabilities always need help can have a negative
impact by limiting their independence and self-esteem. The reality is that many
persons with disabilities can be independent and self-sufficient in many areas of
their lives. Promoting autonomy and active participation is essential to empower
persons with disabilities.

vi. Describe the possible impact of the following stereotype about older people:
‘Older people can’t contribute to the workplace and workforce’.
The stereotype that older people cannot contribute to the workplace and the
workforce is detrimental both to older people and to society in general. The
reality is that older people bring valuable experience and knowledge to the
workplace. Underestimating their contribution can lead to age discrimination and
missed opportunities for the ageing workforce

17. List down two issues surrounding sexuality and two issues
surrounding sexual expression.

i. Issues affecting sexuality

a. Sexual and reproductive health education.
b. Sexual dysfunctions and sexual health problems.

ii. Issues affecting sexual expression

a. Sexual orientation and sexual diversity.
b. Consent and healthy sexual relationships.

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18. Identify and define two indicators of emotional concern and two
indicators of emotional issues that can impact a person’s wellbeing.

Indicators of emotional concern Definition

i. Changes in sleep pattern When a person experiences difficulty falling asleep

or maintaining a regular sleep pattern, this may be
an indicator of emotional distress. Worries, stress or
anxiety can contribute to sleep disturbances.

ii. Changes in appetite A significant increase or decrease in appetite may indicate

emotional preoccupation. Loss of appetite may be related
to depression, while increased appetite may be a sign of
stress or anxiety.

Indicators of emotional issue Definition

i. Persistent feelings of When a person experiences deep and continuous sadness

sadness over a prolonged period of time, it may be an indicator of
an emotional problem, such as depression. Sadness
negatively affects emotional well-being and quality of life.

ii. Excessive irritability Constant irritability that is out of proportion to

situations may be an indicator of emotional problems,
such as mood disorders or chronic stress. It can affect
interpersonal relationships and the quality of life of
the affected person.

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19. Complete the tables below by listing down and defining:

i. Two examples of support strategies.
ii. Two examples of support resources
iii. Two examples of support networks

Support strategy Definition

i. Talk therapy Talk therapy, or supportive therapy, is a strategy that

involves talking with a mental health professional or
counsellor to address emotional, psychological, or
interpersonal concerns. The goal is to provide
emotional support, develop coping strategies and
promote mental well-being.

ii. Social skills training This strategy is used to help people develop and
improve their communication, social interaction, and
conflict resolution skills. It can be beneficial for those
who have difficulties in social or interpersonal
situations.

Support resource Definition

i. Suicide Prevention Helpline This resource provides support and guidance to

people in emotional crisis or experiencing suicidal
thoughts. It is a 24-hour hotline available to provide
immediate help and referral to additional services.

ii. Online support groups Online support groups are resources that allow
people to connect with others facing similar
challenges, such as chronic illness, mental health
issues or bereavement. They provide a space to
share experiences, get advice and receive
emotional support.

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Support network Definition

i. Family support network This network includes family members, such as

parents, siblings, spouses, and children, who
provide emotional, financial and social support to
a person. They can play a vital role in a person's
life and help in times of need.

ii. Community support network This network includes friends, neighbours,

colleagues, and other community members who
provide support and solidarity. It may include
religious groups, local organisations and other
resources within the community that offer
support in various forms.

20. Complete the tables below by:

i. Briefly defining each work consideration given below.
ii. Identifying one legal or ethical requirement for each work
consideration.
iii. Identifying the names of the legislations, codes or standards
containing each requirement identified.
iv. Identifying the name of the section of each legislation, code
or standard where each requirement is located.
v. Providing links to each code, legislation or standard.
vi. Explaining how each requirement is applied in an
organisation.
vii. Explaining how each requirement is applied in individual
practice.

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Duty of Care

Definition: Refers to the responsibility of organisations and individuals to

conduct investigations and take reasonable steps to ensure the
safety and well-being of the people they serve or employ.

Legal or ethical A legal requirement related to the duty of care is the obligation
requirement to provide a safe working environment and protect the health
and safety of employees, in accordance with occupational health
and safety legislation such as the Australian Work Health and
Safety Act 2011.

Source: (legislation, Australian Work Health and Safety Act 2011.

code, standard, etc.)

Section: Section 13

Link: https://www.legislation.gov.au/C2011A00137/2018-07-01/text

How the requirement In an organization, the duty of care applies to establishing

is applied in an occupational health and safety policies and procedures, carrying
organisation: out risk assessments and providing training and resources to
maintain a safe work environment.

How the requirement Duty of care translates into an employee's responsibility to follow
is applied in safety procedures, report risks and take measures to protect his or her
individual practice: own safety and the safety of others.

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Dignity of Risk

Definition: The dignity of risk is the principle that recognises the right of a
person to make informed decisions and to take reasonable risks
in his or her life, even if those decisions may lead to unintended
consequences.

Legal or ethical An ethical requirement related to the dignity of risk is to respect

requirement the principle of autonomy and informed consent by allowing
people to make decisions about their own lives, provided they
are competent to do so.

Source: (legislation, Aged Care Quality Standards

code, standard, etc.)

Section: Aged Care Act 1997

Link: https://www.agedcarequality.gov.au/providers/quality-standards

How the requirement Dignity of risk is applied by empowering people to make

is applied in an informed decisions about their lives and supporting their ability
organization: to take reasonable risks in the context of care and support.

How the requirement The dignity of risk is reflected in respect for the autonomy of the
is applied in people supported, allowing them to make informed decisions,
individual practice: even if they involve reasonable risks.

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Human Rights

Definition: Human rights are the inherent rights of all individuals, regardless
of their origin, gender, sexual orientation, religion, disability, race
or any other characteristic. They include the right to life, liberty,
equality and dignity.

Legal or ethical In Australia, human rights may be protected by the Human Rights
requirement Act 2019 in Victoria and other state and federal human rights
legislation.

Source: (legislation, Human Rights Act 2019

code, standard, etc.)

Section: Human Rights Act 2019

Link: https://humanrightsfornsw.org/news#:~:text=The%20Human%20Rights%
20Act%202019,commence%20on%201%20January%202020.

How the requirement Respect for human rights is applied by ensuring that policies and
is applied in an practices comply with human rights laws and that the rights of persons
organisation: served or employed are respected and protected.

How the requirement Respect for human rights in individual practice involves ensuring that
is applied in actions and decisions are focused on the well-being of others and
individual practice: oneself.

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Discrimination

Definition: Discrimination refers to unequal or prejudicial treatment of a

person or group of persons based on protected characteristics
such as race, gender, sexual orientation, religion, disability, age,
among others.

Legal or ethical A legal requirement related to discrimination is the obligation of

requirement organisations and individuals to comply with anti-discrimination
legislation, such as the New South Wales Anti-Discrimination Act
1977, which prohibits discrimination in employment and in the
provision of services.

Source: (legislation, New South Wales Anti-Discrimination Act 1977.

code, standard, etc.)

Section: Different sections of the Act address various forms of

discrimination, such as Section 5A which prohibits discrimination
in employment.

Link: https://legislation.nsw.gov.au/view/html/inforce/current/act-1977-
048

How the requirement The non-discrimination requirement applies to promoting an

is applied in an inclusive and equitable work environment, where all persons are
organisation: treated with equality and respect, and any form of discrimination
in the recruitment, promotion and treatment of employees is
avoided.

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How the requirement Employees are expected to respect and follow the organisation's
is applied in non-discrimination policies and avoid discriminatory behaviour in
individual practice: their dealings with colleagues, customers, or anyone with whom
they interact in the workplace.

Mandatory Reporting

Definition: Mandatory reporting refers to the responsibility to report certain

situations or incidents to the competent authorities or to the
organisation's management, in accordance with specific
legislation or policies.

Legal or ethical A legal requirement related to mandatory reporting is the

requirement obligation to report situations of abuse, neglect, violence, health
risks or breaches of law in accordance with child protection and
adult at risk regulations as well as organisational policies.

Source: (legislation, The Community Services (Complaints, Reviews and Monitoring)

code, standard, etc.) Act 1993 establishes reporting requirements in cases of abuse or
neglect of children and adults at risk.

Section: Various sections of the Act address reporting procedures and

obligations, such as Section 22 of the Social Services Act.

Link: https://legislation.nsw.gov.au/view/whole/html/inforce/current/act-
1993-002

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How the requirement Mandatory reporting is implemented by establishing reporting

is applied in an procedures to address situations of abuse, neglect, or legal
organisation: violations. This ensures the safety and wellbeing of those being
cared for.

How the requirement Professionals are expected to comply with reporting procedures
is applied in when detecting situations that require mandatory reporting,
individual practice: such as child abuse or neglect of adults at risk, ensuring that the
relevant authorities are informed.

Privacy

Definition: Privacy refers to the right of individuals to maintain control over

their personal information and the protection of their personal
data from unauthorised access.

Legal or ethical A legal requirement related to privacy is the obligation to comply

requirement with Australia's Privacy Act 1988, which sets out principles and
rules for the collection, use, disclosure and security of personal
information. There are also ethical considerations that relate to
the duty to protect the privacy of persons served.

Source: (legislation, Privacy Act 1988 (Privacy Act 1988) of Australia.

code, standard, etc.)

Section: The legislation includes privacy-related principles in various

sections, such as the Privacy Principles of the Act.

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Link: https://www.oaic.gov.au/privacy/privacy-legislation/the-privacy-act

How the requirement The privacy requirement applies to establishing policies and
is applied in an procedures for handling personal data, including obtaining
organisation: consent to collect and use information, data protection and
security breach notification.

How the requirement Employees must respect the privacy of individuals with whom
is applied in they interact and follow established procedures to ensure that
individual practice: personal information is handled securely and confidentially.

Confidentiality

Definition: Confidentiality refers to the obligation not to disclose

confidential or proprietary information to unauthorised third
parties, unless there is a valid consent or legal justification to do
so.
Legal or ethical A legal requirement related to confidentiality is the obligation to
requirement comply with the Australian Health Practitioner Regulation
National Law (NSW) Act 2009, which sets out specific rules for
the confidentiality of medical information. In addition,
confidentiality is a fundamental ethical principle in the provision
of health and social care services.

Source: (legislation, Health Practitioner Regulation National Law (NSW) Act 2009 and
code, standard, etc.) other specific legislation in areas such as health care, social
services and psychology.

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The above legislation includes sections that set out the obligation
Section:
to maintain the confidentiality of patient or client information.

Link: https://legislation.nsw.gov.au/view/html/inforce/current/act-2009-86a

How the requirement Confidentiality is enforced by establishing policies and

is applied in an procedures to ensure the protection of confidential information,
organisation: such as medical records or personal data, and by training staff in
the proper handling of confidential information.

How the requirement Practitioners are expected to maintain the confidentiality of

is applied in patient or client information and prevent unauthorised
individual practice: disclosure of confidential data. They must follow ethical and legal
standards to ensure confidentiality in their work.

Disclosure
Disclosure refers to the act of sharing relevant and necessary
Definition:
information with stakeholders, including colleagues, supervisors,
authorities, or persons served, to ensure effective care and
support

A legal requirement related to disclosure is the obligation to

Legal or ethical
provide accurate and relevant information to stakeholders to
requirement
make informed decisions and to ensure quality of care and
support. Privacy and confidentiality legislation must also be
considered when making disclosures

Privacy Act 1988 and the Australian Health Practitioner

Source: (legislation,
Regulation National Law (NSW) Act 2009
code, standard, etc.)

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Various privacy and confidentiality principles are found in

Section:
different sections of the aforementioned laws, such as the Privacy
Principles of the Privacy Act and specific sections relating to
confidentiality of health information in the Australian Health
Practitioner Regulation National Law (NSW) Act 2009
Link:
Privacy Act 1988:
https://www.legislation.gov.au/Details/C2023C00219

Australian Health Practitioner Regulation National Law (NSW) Act

2009: www.legislation.nsw.gov.au/view/html/inforce/current/act
-2009-86a

The disclosure requirement applies to establishing policies and

How the requirement
procedures that guide when and how information should be
is applied in an
shared with stakeholders. This is crucial for shared decision
organisation: making and coordination of care and support.
Professionals are expected to make appropriate disclosures,
How the requirement
sharing relevant and necessary information with colleagues,
is applied in
supervisors, authorities, or persons served to ensure effective
individual practice: care and support, while respecting the principles of privacy and
confidentiality

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Work Role Boundaries - Responsibilities

Definition: Disclosure refers to the act of sharing relevant and necessary

information with stakeholders, including colleagues, supervisors,
authorities, or persons served, to ensure effective care and
support.

Legal or ethical An ethical requirement related to disclosure is the obligation to

requirement provide accurate and relevant information to stakeholders to
make informed decisions and to ensure quality of care and
support. In addition, privacy and confidentiality legislation must
also be considered when making disclosures.

Source: (legislation, The Privacy Act 1988 and the Australian Health Practitioner
code, standard, etc.) Regulation National Law (NSW) Act 2009 contain privacy and
confidentiality requirements relating to disclosure.

Section: Various privacy and confidentiality principles are found in

different sections of the aforementioned laws, such as the
Privacy Principles of the Privacy Act and specific sections relating
to confidentiality of health information in the Australian Health
Information Practices Act.

Link: https://www.ahpra.gov.au

How the requirement The disclosure requirement applies to establishing policies and
is applied in an procedures that guide when and how information should be
organisation: shared with stakeholders. This is crucial for shared decision
making and coordination of care and support.

How the requirement Professionals are expected to make appropriate disclosures,

is applied in sharing relevant and necessary information with colleagues,
individual practice: supervisors, authorities, or persons served to ensure effective
care and support, while respecting the principles of privacy and
confidentiality.

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Work Role Boundaries - Limitations

Definition: Job role boundaries - Limitations refer to the specific restrictions

and limitations that apply to a professional's job role, meaning
that there are certain activities or practices that are not
permitted due to legal regulations or professional standards.

Legal or ethical A legal requirement related to job function limits - Limitations is the obligation
to comply with professional regulations and standards specific to the profession
requirement
or field in which the professional operates. This includes a prohibition on
carrying out activities that are not within the scope of practice or that are
beyond the scope of the professional's competence.

Source: (legislation, Specific professional regulations and standards vary by

code, standard, etc.) profession and field but may be contained in codes of ethics and
professional practice, laws and regulations issued by the relevant
regulatory bodies.

Section: Professional regulations may include specific sections or

provisions that set out the boundaries and limitations of the
jobfunction for professionals in that particular field.
https://www.ahpra.gov.au/Notifications/Concerned-about-a-health-
Link:
practitioner.aspx

How the requirement Boundaries of work function - Limitations apply by establishing

is applied in an policies and procedures that guide professionals in complying with
organisation: professional regulations and standards specific to their field. This
ensures that the activities performed are within the
practitioner's scope of practice and competencies.

How the requirement Professionals are expected to be aware of the boundaries and
is applied in limitations of their job function and avoid activities that are
individual practice: beyond their competence or scope of practice. This is reflected in
their daily conduct and decision-making to ensure a safe and
ethical service.

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Assessment Workbook Checklist

TO THE CANDIDATE
When you have completed this assessment workbook, review your work, and ensure that:

☐ You have completed all the Knowledge Assessments Questions.

☐ You have saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

IMPORTANT:
You must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, you must
successfully complete all the requirements listed above according to the prescribed
benchmarks provided to the assessor.

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CHCCCS040 - Support independence and wellbeing (Release 1)

TO THE ASSESSOR
When you have completed assessing the assessment workbook, review the candidate’s
submissions against the checklist below:

☐ The candidate has completed all the Knowledge Assessments Questions.

☐ The candidate has saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

IMPORTANT:
The candidate must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, the candidate
must successfully complete all the requirements listed above according to the prescribed
benchmarks.

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Record of Assessment (Assessor’s Use

Only)
RECORD OF ASSESSMENT

Candidate’s Name

RTO Name

RTO Contact Number

RTO Email Address

Assessor’s Name

Unit of Competency CHCCCS040 - Support independence and wellbeing (Release 1)

Knowledge Assessment S NYS

Question 1 ☐ ☐

Question 2 ☐ ☐

Question 3 ☐ ☐

Question 4 ☐ ☐

Question 5 ☐ ☐

Question 6 ☐ ☐

Question 7 ☐ ☐

Question 8 ☐ ☐

Question 9 ☐ ☐

Question 10 ☐ ☐

Question 11 ☐ ☐

Question 12 ☐ ☐

Question 13 ☐ ☐

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CHCCCS040 - Support independence and wellbeing (Release 1)

Knowledge Assessment S NYS

Question 14 ☐ ☐

Question 15 ☐ ☐

Question 16 ☐ ☐

Question 17 ☐ ☐

Question 18 ☐ ☐

Question 19 ☐ ☐

Question 20 ☐ ☐

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid ☐ ☐

All knowledge and skills evidence submissions are authentic ☐ ☐

All knowledge and skills evidence submissions are sufficient ☐ ☐

All knowledge and skills evidence submissions are current ☐ ☐

Signature Authentication Checklist

This checklist will guide you in authenticating the signatures provided by the
candidate in their assessment workbook and evidence submissions.
Read each checklist item and tick the box only if you confirm that the item is a true
and accurate reflection of the signature authentication you have conducted.

Checklist Completed

I have checked the signature provided by the candidate in the ☐

Assessment Workbook Cover Sheet against the signature they provided
to the Training Provider.

I confirm the signature provided by the candidate in the Assessment ☐

Workbook Cover Sheet matches the signature they provided to the
Training Provider.

I confirm ALL signatures provided by the candidate in their evidence ☐

submissions match with the signature they provided to the Training
Provider.

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Third-Party Verification Log

Instructions for the Assessor:
You are required to contact all third-party personnel involved in the candidate’s
assessment to verify the candidate’s performance and evidence submissions and to
confirm with them whether the candidate’s evidence submissions are true and
accurate.
Complete this Third-Party Verification Log to document your completion of this process.
When completing this log, provide all of the following required information for each
third-party personnel:
 Name of third-party personnel contacted
 Role in the candidate’s assessment (e.g. workplace supervisor, observer, or
candidate)
 Contact details (phone number or email address)
 Date contacted
You must also confirm that third-party personnel have verified the candidate’s
evidence submissions are true and accurate.

Name of Third- Role in the Contact Date Third-Party verifies

party Candidate’s Details (Phone contacted evidence submissions
Contacted Assessment number or of the candidate are
email address) true and accurate?

Yes ☐ No ☐
Assessor’s Notes

Yes ☐ No ☐
Assessor’s Notes

Yes ☐ No ☐
Assessor’s Notes

Yes ☐ No ☐
Assessor’s Notes

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Overall Result for the Relevant Workbook/s Satisfactory Not yet

satisfactory

Assessment Workbook ☐ ☐

Skills Workbook ☐ ☐

Vocational Placement Time Log (Provided along with ☐ ☐

Vocational Placement Information Packs)

Overall Result for this Unit of Competency Competent Not yet

competent
IMPORTANT: To be deemed competent in the following unit of
competency, the candidate must be marked Satisfactory in all
the relevant workbook/s listed above.

CHCCCS040 - Support independence and wellbeing (Release ☐ ☐

1)

Assessor’s comments/feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

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