CHCCOM005 - Knowledge Learner
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CHCCOM005 – Knowledge Assessment
Learner
Unit code:
CHCCOM005
Unit title:
Communicate and work in health and community services
Learner Name:
Kunrudee Numtong -Betty
Learner Phone:
0481199086
Location/
Workplace: ATS Caboolture
Declaration:
The attached assessment is my own work. I have kept a copy of this assessment for future records.
Learner signature:
Betty
Date submitted:
17 Aug 2022
START DATE: (When you start working on the unit)
17 Aug 2022
Each time you work on your unit, you MUST
record the details below.
Date
Start Time
End Time
Training
Tick (
)
(Includes Face to
face, DVD’s, Zoom,
Reading, Phone
Support)
Assessment
Tick (
)
(Knowledge and
Application)
17 Aug 2022
09.00
11.30
/
/
Assessor name:
Comments:
Outcome
:
Satisfactory
Not Yet Satisfactory (Resubmit Required)
Assessor signature:
Date:
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 1 of 21
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 2 of 21
Important Information
Resource and Assessment Information Resources and Assessments are written and designed by Aspire to Succeed Pty Ltd and include a range of the types of scenarios, templates and checklists an Industry Based organisation might use as part of its Quality Systems. These include documents that form part of a framework for compliance and/or operational policies and procedures.
Copyright and Trademark Statement
The Copyright Act 1968 (Commonwealth) protects this material. Requests and enquiries concerning this material should be directed in writing to:
Aspire to Succeed Pty Ltd
PO Box 637
© Aspire to Succeed Pty Ltd
CABOOLTURE QLD 4510
admin@aspiretosucceed.com.au
Disclaimer
This product has been prepared by Aspire to Succeed Pty Ltd using their best endeavour to ensure contents are correct and accurate at time of release. Aspire to Succeed Pty Ltd does not give any warranty nor accept any liability in relation to the contents or information added by parties during contextualisation and use. If any law prohibits the exclusion of such liability, Aspire to Succeed Pty Ltd limits its liability to the extent permitted by law.
Continuous Improvement Aspire to Succeed Pty Ltd is committed to the standard of products it provides and we welcome feedback from learners and users of our materials. Occasionally during review, we are alerted to minor errors or mistypes. If you see any, please let us know at admin@aspiretosucceed.com.au
Important Information about this unit
Unit Level
This unit/s have been written in alignment with the requirements found in the CHC Training Package. All up to date Versions of this unit can be found at - https://training.gov.au/
This unit is delivered at AQF – level 3. Therefore the unit is written and assessed at the level to ensure that students gain the knowledge and skills to the unit outcome.
Employment Outcomes applicable to this unit
Level 3
Accommodation Support Worker
Care Assistant
Care Service Employee
Care Worker
Client Assistant
Community -
Access Coordinator
-
Care Worker
-
House Worker
Disability Service Officer
Family Support Worker
Field Officer (Community Services)
Food Services Deliverer
Home care assistant
In Home Respite Worker
Nurse’s Aide
Planned Activity Assistant
Residential Aide
Residential Care Worker
Residential Support Worker
Senior Personal Care Assistant
School Support Officer (Disability)
Transport Support Worker
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 3 of 21
Learner Instructions
Resources to complete this unit of competency may include:
To establish overall competency for this unit you may utilise workplace resources such as the ones listed below. You are not limited to, the following resources:
Legislation
Residential Care Manual
Aged Care Act
Disability Act
Mental Health Act
Industry and organisation service standards
Industry and organisation codes of practice/ethics
Accreditation standards
International and national charters
Organisation policy and procedure
Residents/resident/clients/consumers
Workplace documents
Workplace
Industry – web
Hints and Tips
Attend all training sessions as this will assist with your knowledge and understanding of the unit requirements.
If you need assistance please contact your trainer/assessor and ask for it
Visual materials
may be provided to support your learning experience. In some cases the DVD may not have been recorded in the specific environment in which you are training in, the content is considered to be transferrable and relevant to the overall application of skills within the community
sector.
Learner Assessment Instructions
Assessment Process for the Learner
If you feel you can demonstrate or have prior skills for this unit, it is recommended that you inform your assessor and apply for R
ecognition of P
rior L
earning (RPL) for this.
Overall Assessment
As a learner you are required to demonstrate competency for each unit within your chosen qualification. To achieve competency, follow the steps below:
1.
Knowledge Assessment – Written questions and Case Studies. 2.
Complete the minimum 120 hours of workplace requirements.
Additional Assessment
1.
WHS and workplace practices will continue to be assessed throughout the course.
Conditions of Assessment
All work submitted must be your own work. Should you add content from other sources, please make sure this is referenced in your assessment.
Assessor Assessment Instructions
Overall Assessment
Your learners are required to demonstrate competency for each unit within their chosen qualification. Competency will need to be demonstrated through the following methods:
1.
Knowledge Assessment – Written questions and Case Studies. 2.
Workplace application.
3.
Completed assessor confirmation
Note: should the learner be required to re-submit or repeat the assessment, a new assessment (full
or partial) is to be provided to the learner with a new assessment cover sheet.
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 4 of 21
Part A – Written Questions
1.
List the six broad areas of service delivery in the community services sector.
S
NS
1 Housing/residential accommodation
2 Community health
3 Family/child support
4 Social/home support
5 Community action/development
6 Labour market programs
2.
List three (3) stakeholders in the community services sector.
S
NS
1 Government representatives
2 Consumer/consumer groups
3 Psychologists
3.
List three (3) community service systems.
S
NS
1 Funding Bodies
2 Community services organisations
3 Private Organisations
4.
List three (3) community models.
S
NS
1 Community development
2 Community Education
3 Working with families
5.
List the five (5) most common service models in the community.
S
NS
1 Aged care
2 Community Care Services
3 Disability Services
4 Youth Services
5 Child Protection Services
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 5 of 21
6.
What does PANEL stand for in relation to rights-based delivery.
S
NS
P
articipation
A
ccountability
N
on-discrimination and equality
E
mpowerment
L
egality
7.
List three (3) rights an older person has.
S
NS
1 long term care, healthcare and palliative care
2 ageing in a place of choice, including support for independent living and housing
3 freedom from violence, abuse and neglect
8.
List three (3) reasons why a rights-based approach to health and social care is considered best practice in disability.
S
NS
1 supports health and social care staff in meeting their professional ethical obligations
2 leads to more meaningful participation and engagement of people with disabilities in the design and delivery of health and social care services
3 reduces complaints and litigation
9.
List three (3) reasons people with mental health are entitled to fair treatment.
S
NS
1 Be treated with respect and dignity
2 Have their privacy protected
3 Receive services appropriate for their age and culture
10. What is the main right of children and youth?
S
NS
Children in street situations have many of their rights violated. We need to start thinking about our work with children in street situations in terms of ‘rights’ rather than ‘needs’ and how we can bring the two sides of the rights-holder / duty-bearer arch together. Children in street situations - the same
as all children, be they middle class, rural, disabled, rich or from ethnic minorities - are above all individual human beings. Adopting a child rights-based approach to working with children in street situations helps us to recognise this and to treat them as people rather than as pawns. This approach
means that we must consider their rights to life, survival and development, non-discrimination, best interests, resources and participation in all actions, activities, policies and programmes.
11. What does a consumer centred approach assume?
S
NS
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020
© Aspire to Succeed Pty Ltd
Page 6 of 21
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