Contents - Aspire Learning Resources

Contents
About this guide 1
Section 1: Competency standard 3
1.1 Elements of competency and performance criteria 4
1.2 Range statement 6
1.3 Essential knowledge and skills 8
1.4 Evidence guide 11
1.5 Employability skills 13
1.6 Skill sets 15
1.7 Recognition process 16
Section 2: Training requirements 17
2.1 Training and assessment strategy 18
2.2 Delivery plans 20
Section 3: Assessment resources 27
3.1 Alternative final assessment 28
3.2 Solutions to assessment activities 30
3.3 Solutions to final assessments 41
3.4 Evidence of competency 47
3.5 Assessment mapping 49
3.6 Assessment records 60
Appendix:
Sample assessment records 79
Glossary 107
References 111

About this guide
This guide is for trainers and assessors of unit CHCAC317A Support older people to
maintain their independence. It complements the corresponding Aspire learner
workbook.
As a trainer, you must develop and use training and assessment strategies that embrace
the learner’s needs, educational background, preferred learning style and meet the
requirements of the training package.
This guide provides ideas on how you can encourage and support learners through the
training and assessment process. It is designed to optimise the learner’s experience of
CHCAC317A Support older people to maintain their independence and record details of
their competency.
The guide is divided into six sections:
Section 1:
Section 2:
Section 3:
Appendix:
Glossary
References
Competency standard
Training requirements
Assessment resources
Sample assessment records
How to use Aspire’s learner workbooks
Aspire’s learner workbooks are structured to meet the requirements of the unit of
competency. The learner workbook’s preliminary pages include:
• information on the unit of competency
• learning outcomes required for Certificate III learners
• assessment information
• employability skills information
• additional learning resources.
Each chapter matches an element in the unit of competency. Chapters are in plain English
so they are easy for the learner to understand. The section headings within each chapter
match the performance criteria.
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The workbook content describes procedures and current industry practice and includes
examples, checklists, documents, images and real-life case studies. There are also
illustrations or diagrams to add interest and aid learning.
The workbook practice tasks and assessment activities consolidate learning. It is up to you
and the learner to decide which ones are necessary. Remember, these tasks and activities
are not finite. You can add to them, change them or substitute your own tasks according
to the interest level, the experience of the learners and the specific situation.
As the trainer, you are in the best position to judge the full training and assessment
requirements of a unit of competency. The judgments that you make in this regard
should form part of your broader training and assessment strategy.
The workbook discussion topics in each chapter encourage learners to think broadly
about issues, discuss their opinions and listen to ideas from others. The chapter
summaries provide an opportunity to review the chapter content.
Self-assessment checklists are provided at the end of each chapter. When learners have
completed a chapter, help them to complete the checklist to identify anything they don’t
understand. If the learner is unable to complete the checklist, this would suggest that
revision and further training may be needed.
As a trainer, you should encourage classroom learners to observe a real working
environment and discuss what they have seen. You should encourage learners to keep
their answers to activities as these will build towards their evidence and demonstration of
competency.
Learners may or may not be employed in the workplace. Where a learner is currently
employed, trainers should endeavour to use relevant workplace documents and resources.
Where learners are not currently employed, trainers must provide example
documentation and a simulated environment wherever possible.
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Section 1:
Competency standard
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 for CHCAC317A
Support older people to maintain their independence.
Section one contains the following information:
1.1 Elements of competency and performance criteria
1.2 Range statement
1.3 Essential knowledge and skills
1.4 Evidence guide
1.5 Employability skills
1.6 Skill sets
1.7 Recognition assessment
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1.1 Elements of competency and performance
criteria
The elements of competency define the skills required to perform a work activity. They
describe the required outcomes that need to be assessed.
The performance criteria define the level of skill necessary to achieve the requirements of
the element.
The following table maps the content in the Aspire CHCAC317A Support older people to
maintain their independence workbook to the unit of competency.
CHCAC317A Support older people to
maintain their independence
Element 1: Support the older person
with their activities of living
1.1 Encourage older people to utilise support
services where appropriate
1.2 Clearly explain the scope of the service to
be provided to the older person and/or
their advocate
1.3 Identify the needs of the older person from
the service delivery plan and from
consultation with a supervisor
1.4 Ensure visits and service delivery
accommodate the older person’s established
routines and customs where possible
1.5 Perform work in a manner that
acknowledges that the services are being
provided in the client’s own home
1.6 Provide services in a manner that enables
the older person to direct the processes
where appropriate
1.7 Provide support/assistance in accordance
with organisation policy, protocols and
procedures
1.8 Demonstrate appropriate use of equipment
to support/assist the older person with
activities of living within work role and
responsibility
Where covered in the
learner workbook
Chapter 1: Support the older person
with their daily activities
1.1 Encouraging older people to get support with
daily living activities
1.2 Explaining the support to be provided to the
older person
1.3 Getting information about the older person’s
support needs
1.4 Making sure services meet the older person’s
routines and customs
1.5 Respecting the older person’s home
1.6 Allowing the older person to direct their own
support
1.7 Following workplace policies and procedures
1.8 Using equipment to help older people with
their daily activities
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3.5 Assessment mapping
Methods of assessment mapped to the workbook
Assessment methods are the particular techniques used to gather different types of
evidence. The mix of evidence gathered to demonstrate competency is dependent on the
context of the assessment and the background of the candidate.
The following table outlines the different methods of assessment used in the Aspire
CHCAC317A Support older people to maintain their independence learner workbook.
Methods of assessment
Assessment method
Practice
task
Question/answer 2, 4, 5, 6, 8,
9, 10, 11, 12,
13, 14, 18,
19, 22, 23,
24,
Assessment
activity
Activity 1
Part A: Q. 1
Part B: Q. 1, 2
Part C: Q 1, 2
Part E: Q. 1, 2
Activity 2
Part A: Q. 1–4
Part B
Part D
Activity 3
Part A
Part B
Activity 4
Part A
Final
assessment
Part A
Alternative
final
assessment
Observation/demonstration Part A ✓
✓
Case study 2, 3, 7, 16,
17, 20, 25
Activity 1
Part A Q. 2
Part A
✓
Activity 2
Part C Q. 1, 2
Activity 3
Part C Q. 1, 2
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Role-play 21 Activity 1
Part A Q. 3
Part D
Activity 3
Part C Q. 3
Activity 4
Part B
Training log, diary or
journal
Portfolio, reports, work
samples
Third-party reports
1 Activity 3
Part D 2
Part A
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Elements and performance criteria mapped to the workbook
The following tables map the assessment activities contained in the Aspire CHCAC317A
Support older people to maintain their independence learner workbook to the elements
and performance criteria outlined in the unit of competency.
Assessment activity 1
Part Element Performance criteria
A 1 1.1, 1.2
B 1 1.3
C 1 1.4, 1.5
D 1 1.6
E 1 1.7, 1.8
Assessment activity 2
Part Element Performance criteria
A 2 2.1
B 2 2.2
C 2 2.3
D 2 2.4
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References
Australian Government Department of Education, Science and Training 2008, CHC08
Community Services Training Package, Community Services and Health Industry Skills
Council Ltd, Surry Hills, NSW.
Australian National Training Authority (ANTA) 2001, Training package assessment
materials kit, Department of Education and Youth Affairs, Melbourne.
Charles Darwin University 2009, ‘Assessment VET’,
http://learnline.cdu.edu.au/t4l/teachinglearning/assessmentvet.html#validation.
CSHTA 2008, ‘Competency recognition workshop’, CS&H Industry Skills Council,
Strawberry Hills NSW 2012.
National Quality Council 2007, AQTF 2007 Users’ guide to essential standards for
registration, Department of Education, Employment and Workplace Relations, Canberra.
Voc Ed Learning Group 2009, ‘The A-Z of planning and mapping assessment workshop’,
Melbourne, Victoria.
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