Contents - Aspire Learning Resources

Contents
About this guide 1
Section 1: Unit of competency 3
1.1 Elements of competency and performance criteria 4
1.2 Range statement 6
1.3 Required skills and knowledge 9
1.4 Evidence guide 11
1.5 Employability skills 13
1.6 Skill sets 16
1.7 Recognition of prior learning (RPL) 17
Section 2: Training requirements 19
2.1 Training and assessment strategy 20
2.2 Delivery plans 23
Section 3: Assessment resources 33
3.1 Alternative final assessment 34
3.2 Solutions to assessment activities 37
3.3 Solutions to final assessments 50
3.4 Evidence of competency 59
3.5 Assessment mapping 61
3.6 Assessment records 70
Glossary 81
References 83

Section 1:
Unit of competency
The CHC08 Community Services Training Package was developed by the Community Services and
Health Industry Skills Council in consultation with industry stakeholders including employers, unions,
peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and
other relevant parties. The training package specifies the skills and knowledge required to perform
effectively in the workplace.
Individual units of competency are nationally agreed statements that describe work outcomes and can
stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency CHCRH406A Apply knowledge of
human behaviour in leisure activity programs plus other information relevant to it.
It contains the following information:
1.1 Elements of competency and performance criteria
1.2 Range statement
1.3 Required skills and knowledge
1.4 Evidence guide
1.5 Employability skills
1.6 Skill sets
1.7 Recognition of prior learning (RPL)
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1.7 Recognition of prior learning (RPL)
Recognition of prior learning (RPL) is an assessment process that assesses an individual’s non-formal
and informal learning to determine the extent to which that individual has achieved the required
learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion
of, a qualification.
To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to
verify competency. The trainer then needs to assess this evidence against the criteria for the
qualification.
Evidence of competency may include work samples, journals and third-party testimonials. Learners
may also need to be observed undertaking set tasks and/or answer set questions.
Sample questions that you may wish to use in an RPL interview are provided in section 3.6.
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Section 2:
Training requirements
To comply with the requirements of the Australian Quality Training Framework (AQTF) – superseded
by the VET Quality Framework and the Standards for NVR Registered Training Organisations in
some jurisdictions in July 2011 – RTOs must develop a training and assessment strategy for the
training programs they deliver. The training and assessment approach adopted by an RTO must accord
with the need of their learners, current industry requirements and the requirements of the training
package.
Trainers and assessors must make judgments about the most appropriate way to meet these
requirements. These judgments should form part of the organisation’s overall training and assessment
strategy.
Section two contains the following information:
2.1 Training and assessment strategy
2.2 Delivery plans
The delivery plans are accompanied by a range of PowerPoint slides, which can be adapted by trainers
to suit their needs.
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2.2 Delivery plans
The following delivery plans can be used to deliver CHCRH406A Apply knowledge of human
behaviour in leisure activity programs. These plans, including the time allocations, are suggestions
only. You may need to add to them, change them or substitute your own activities according to the
interest level, experience of the learners and the specific situation. Remember; it is your responsibility
as the trainer to use the most appropriate strategies for your learners.
Topic: Applying knowledge of human development across the life span
Suggested time allocation: 18 hours
Suggested resources:
Recommended reading
Slide presentation software
Recommended reading
Slide nos: 2–8
Terminology checklist
Aspire learner guide CHCRH406A Apply
knowledge of human behaviour in leisure
activity programs
Chapter 1: Applying knowledge of human
development across the life span
Life span
Infancy
Childhood
Adolescence
Adulthood
Intellectual development
Psychosocial
Cognitive
Morality
Suggested training strategies
Commence facilitation of this unit of competency by introducing learners to the Aspire learner
guide CHCRH406A Apply knowledge of human behaviour in leisure activity programs.
Appendix 1 to the learner guide describes the elements, performance criteria and skills and
knowledge required to demonstrate competence in this unit. You may wish to discuss
recognition of prior learning processes with learners at this stage.
Discuss with learners the importance of identifying the employability skills that they will
develop as they progress through this unit. Appendix 2 to the learner guide provides useful
advice regarding employability skills. The final assessment section of the learner guide
includes a template where learners may record the activities they have performed that relate
to specific employability skills.
Encourage learners to develop a personal glossary to record any terms that are new to them.
They should record a definition and use the term in the correct context. The personal
glossary could be included in a portfolio of evidence for assessment.
Encourage learners to maintain a learning journal as they undertake this unit of study to
record their workplace experience, reflections on their learning, feedback they receive from
trainers, supervisors, consumers and their more experienced colleagues, and their selfassessment
of their performance in the workplace. Advise learners whether their learning
journal could form a component of their assessment in this unit. The journal could be used
when undertaking practical workplace activities, but may also be used for all knowledge and
skill development activities such as class assignments, tests and research tasks set by the
trainer. The journal provides an opportunity for learners to demonstrate critical thinking,
problem-solving and higher cognitive skills as well as providing evidence of the achievement
of required knowledge and skill. Learning journal activities can encourage collaborative
learning within a group and encourage learners to take responsibility for their own learning.
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3.1 Alternative final assessment
Your trainer or assessor may require you to complete this assessment activity and will provide you
with instructions as to how to present your responses. They may adjust the assessment activity
depending on the circumstances of your training program.
The following activity forms part of your assessment of competence. You may also be required to
demonstrate your skills and/or provide various workplace documents or third-party reports. Your
trainer will give you guidance in this area.
Part Element Performance criteria
A 1, 2, 3, 4 1.1, 2.1, 3.1, 3.2, 3.3, 4.1,
4.4
B 1, 2, 3, 4 1.2, 2.2, 2.3, 3.3, 3.4, 4.3
C 3, 4 3.5, 4.2
Part A
1. Identify some of the key stages or changes that occur physically, socially and cognitively as a
young child moves from infancy to toddlerhood. You may discuss these with your trainer/assessor
or present the information in written form.
2. Describe each of the following terms and give an example for each:
Short-term memory
Long-term memory
3. What are three factors that may influence the ability to make decisions and use sound reasoning
skills
4. A woman is in chronic pain from osteoarthritis and has now learnt she also has breast cancer.
What coping strategies and stages may you observe over time Explain your answer with
reference to coping strategies and Leventhal’s model of illness behaviour.
5. What was the medical model of care and when was it prevalent What concepts have replaced this
model
6. Identify and explain one negative response to a situation such as receiving a diagnosis of a
significant mental illness.
7. Briefly explain each of the following federal laws in terms of how they relate to work in leisure
services:
Disability Discrimination Act 1992 (Cth)
Racial Discrimination Act 1975 (Cth)
Privacy Act 1988 (Cth)
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Assessment activity 3
Part A
1. Answers may vary. The assessment candidate should have produced a professional poster suitable
for display at a conference. The assessment candidate should have made reference to the five
elements of the Leventhal model:
Identity
Cause
Time line
Consequences
Curability/Control
The assessment candidate should have made reference to practical examples of how this model
may apply to a client. Here is an example of how the assessment candidate may have included this
information:
Identity – the assessment candidate may have given a case study where a client has a desire to
identify or label their condition with a title that is meaningful for them such as arthritis or diabetes.
Cause – the assessment candidate may have given examples of causes that relate to specific
conditions, or may have referred to how a client may seek details of possible causes even when
there is not a medical opinion available to support a causal relationship between the illness and a
cause.
Time line – the assessment candidate may have referred to changing time lines or how clients may
find comfort in knowing how long an illness may last for or when they may begin to feel better.
Consequences – the assessment candidate may have explained how understanding consequences
can be helpful for clients, or they may have given information about how a leisure and health
worker can support client understanding by providing or reinforcing knowledge in an appropriate
way.
Curability/control –the assessment candidate may have referred to the desire of many clients to
feel in control of their illness or to take charge of elements of their own care. The assessment
candidate may have given examples such as retaining control of medication management, being
actively involved in developing care plans or seeking to direct their own activities.
2. Answers may vary. The assessment candidate should have given pre- and post-intervention
comments or suggestions. The assessment candidate may have referred to
Pre intervention – taking anecdotal notes or keeping records about how the clients perceive
their activity habits, food and drinks eaten during a typical day, and their consumption of fresh
fruit and vegetables or junk food. The clients may also be asked about how healthy they
believe they are, or whether they think any of their actions might be a sign of poor health
behaviours. The assessment candidate may have included ideas about how to modify the
assessment phase to suit the cognitive skills of the clients such as by using graphic or pictorial
information. The assessment candidate may have used a formal questionnaire or tool to
conduct their pre-intervention assessment.
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so James would do better with short, easy questions rather than long complex ones. He would
need to use a name badge and provide gentle reminders during the activity if required.
2. Some of the clients may be moving towards moderate dementia stages, and so may not be able to
understand the quiz or may have difficulty with its duration. They may be from a cultural
background where Dickens is not well known, and this could also make the language of the film
and quiz challenging. There may be words and phrases that are not familiar to some of the clients.
Some clients may not have enjoyed reading when they were younger and so are not likely to enjoy
a reading-based activity now.
3. James could plan activities such as cooking, art and craft tasks, walking in a local park, preparing
a BBQ or doing some simple gardening tasks in a sensory garden outdoors. He would need to
ensure all clients are able to participate in the activities safely and would also need to monitor use
of equipment and art supplies to ensure they are used safely and appropriately. If he was taking the
group out of the centre, it is likely he would need some additional staff support to increase the
staff–client ratio.
4. Activities that may be suitable for the client with the ABI from a car accident include exercise
activities, art and craft, movies, music, gardening, woodwork, one-to-one leisure activities away
from the centre such as fishing from a pier. The activities could be planned to allow for increases
in skill over time, whereas the clients with dementia will deteriorate in their memory and cognitive
skills over time.
5. James should consult his workplace policies manual and talk with his supervisor about suitable
strategies. These may include bringing in another staff member to help with activities or having
the client attend only for part of the session. He would need to identify specific risks and consider
how to manage them. For example, he could develop a plan for dealing with a situation where the
client attempted to harm him or another client. He should have the right to refuse the client as he
has rights under work health and safety legislation, although these rights would need to be
balanced against the client’s rights under the Disability Discrimination Ac 1992 (Cth).
6. If James is only working with adult clients there is no requirement for him to have a Working with
Children Check. The check only relates to ongoing, regular work done with children.
7. The woman may show aggressive behaviour as part of an illness perception response, as suggested
by Leventhal in relation to ‘cause’. She may feel some guilt that she has caused her own ABI
through excessive drinking of alcohol and this could be the reason for her inappropriate behaviour,
with aggression shown towards other people.
8. The problem with the term is that it is demeaning and insulting for the clients, and does not use
person-first language. It should be expected that anyone working in the sector would use personfirst
terms, with the client placed first in the sentence. For example, ‘This is the group of clients
who participate in activities at the centre. These clients have been diagnosed with dementia.’ This
places the clients first and their dementia second in importance. The phrase about ‘the best they
can’ is really not necessary and is also belittling and so could be deleted altogether, although the
learner may choose to leave this second part in without it necessarily being considered incorrect.
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Gathering evidence
Evidence can be gathered through:
real work/real-time activities through observation and third-party reports
structured activities.
Evidence can also be gathered through:
formative assessments: where assessment is progressive throughout the learning process and
validated along the way by the trainer – also known as assessment for learning
summative assessment: where assessment is an exercise or simulation at the end of the learning
process – also known as assessment of learning.
Evaluating evidence
The following steps may help you evaluate evidence.
Step 1: Evidence is gathered.
Step 2: Rules of evidence are applied – evidence is valid,
sufficient, current and authentic.
Step 3: Evidence meets the full requirements of the unit/s of
competency.
Step 4: The assessment process is valid, reliable, fair and flexible.
Step 5: The trainer or assessor makes a straightforward and informed judgment about
the candidate and completes assessment records.
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Recognition of prior learning (RPL) interview questions
The following questions are designed to assist trainers/assessors through the RPL interview process.
These questions will help trainers/assessors assess the required knowledge.
1. Explain what you know about the cognitive, psychosocial, moral and physical development of
human beings over the various life stages.
2. How could you apply your knowledge of human development to work with clients in a leisure
situation
3. Give a brief description of conditions that cause impaired cognition, such as dementia (including
Alzheimer’s disease, acquired brain injury, Huntington’s disease, Parkinson’s disease, Pick’s
disease, schizophrenia and stroke.
4. What are some of the factors that can affect memory and decision-making Explain three of these
in detail.
5. Describe how you would plan and implement a recreation/leisure activity for a group of clients
who had early stage dementia.
6. Explain Leventhal’s model of illness behaviour (also known as the self-regulatory model or the
common-sense model), and how this model informs practice in the leisure and health sector.
7. Discuss the impact that negative client behaviour such as aggression and violence can have on
direct care workers, supervisor staff and family members (primary caregivers).
8. Give an example of non-inclusive language being used – you may choose to explain or write an
example, or locate one in a print or electronic text.
9. Describe how positive and negative attitudes towards people with disabilities can impact on the
person, and affect their ability to participate in community-based activities.
10. How could you facilitate the inclusion of a client with a disability into a leisure activity
11. List at least three pieces of Australian legislation that impact on leisure service delivery, and
explain how each one relates to your daily work practices.
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