Subject Code & Title: CHCDIS009 Facilitate On Going Skills Development Using Project
Assessment Task 3 – Project
Assessment type:
• Part A: Skills development Plans for three clients with disability
• Part B: Presentation of skills development plan
CHCDIS009 Facilitate On Going Skills Development Using Project Assignment-Hammond Institute Australia.
Assessment task description:
• This is the third (3) unit assessment task that student must successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a Unit Project.
• Student is required to submit skills development plans for the three (3) different clients with disability during your work placement.
• Student must have prioritized the skills development needs of at least three (3) different people with disability and developed skills development plans to meet their ongoing skill development needs.
• Student must give presentation of any one (1) skill development plan in the classroom/ work placement for one clients with disability
• Student must attempt all criteria to the required level.
• Student must prepare skills development plans by following all given instructions, for the trainer/assessor to assess competency in this assessment task.
Applicable conditions:
• Student may use computers and laptops for the presentation.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this assessment task.
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
Re submissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a re submission attempt will be allowed.
• Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to RTO Staff Handbook.
Location:
• This assessment task may be completed in a workplace learning environment/classroom.
• Trainer/Assessor will provide student further information regarding the submission of completing this assessment task.
• Trainer/Assessor will provide student further information regarding the location of completing this assessment task.
General Instructions for attempting the skills test:
• Student must correctly attempt all activities of this assessment task.
• Student is required to submit skills development plans for the three (3) different clients with disability during your work placement.
• Answers must demonstrate an understanding and application of relevant concepts and critical thinking.
• Student must concise to the point and present the topic according to the given criteria to and do not provide irrelevant information.
• Student must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability,culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• Assessor should not accept answers copied directly from texts, paraphrased or summarized information without acknowledgement of the source.
How trainer/assessor will assess the work?
• Student is required to submit skills development plans for the three (3) different clients with disability during your work placement
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Assessment Task 3 – Unit Project
Instructions to complete this assessment task:
• You are required to prepare Skills development Plans for three clients with disability and presentation of one skills development plan
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
• All RTO policies are in effect, including the plagiarism policy.
CHCDIS009 Facilitate On Going Skills Development Using Project Assignment-Hammond Institute Australia.
Resources required to complete the assessment task:
• Computer
• MS Word
• Work placement Training organisation/Employment Organisation
• Access to workplace policies and procedures
• Access to client’s information to develop individualised plan for three clients
• Access to all the various types of the assessment tools
• Workplace/ Employment supervisor (preceptors on the workplace training organised by supervisor/assessor)
Part A: Skills development Plans for three clients with disability
Student are required to submit skills development plans for the three (3) different clients with disability during your work placement. student must have prioritised the skills development needs of at least three(3) different people with disability and developed skills development plans to meet their skill development needs.
Skills development plan must provide information to address the following criteria.
• Details of the clients with disability for skills development needs in consultation with family,carer and other stakeholders.
• Prioritisation and evaluation of the skills development needs for three (3) different people with disability.
• Goals (Short vs long term goals)
• Person cantered practices/approaches to cater the skills development needs
• Teaching methods/Strategies
• Resources and services required to meets the ongoing skills development needs.
• Responsible team member for implementation of strategies
• Feedback
Part B: Presentation of skill development plan
• Student can select any one (1) client skills development plan from all the same clients as mentioned in the task A.
• Student must submit any one (1) presentation client skills development plan from all the same clients as mentioned in the task A.
• Your presentation and can be delivered in the classroom/work placement.
• Your assessor will provide a feedback after the presentation.
• Student need to prepare at least 10 to 15 power point slides.
• Student presentation time is 7-10 minutes.
• Student presentation should be delivered in front of your trainer/assessor and other students.
• Presentation Text size:
• You can use any font style provided the text must be clearly readable from the back of the room.
• Student can use graphics and pictures to illustrate and enhance the message.
Presentation must cover the given criteria for the skill development plan:
1.Development
• Identify individual skill development needs
• Assess the learning ability person with a disability
• Identify and document skills development
• Referrals to staff or specialist areas
2.Implementation
• Client Goals setting: short vs long term goals
• Teaching strategies/methods used
• Learning stages/styles
• Client observation during program implementation
• Resources and equipment required
3.Monitoring
• Implement skills development/maintenance plan
• Strategies to motivate and empower the person
• Communication techniques required
• List the people that would need to be informed of
• Records to maintain
4.Review and evaluation
• Feedback regarding program/services from the family and team
• Outcome of the plan achieved or not.
• Was the program able to meet the needs of the clients
• Feedback methods and tools used in the evaluation of the program
• Strength and weakness of the program/service provided
• How the plan can be structured and implemented in better way
• Continuous improvement strategies for the issues raised by family and team
Student Declaration:
• I declare that the answers I have provided are my own work.Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Trainer/Assessor Declaration:
I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
CHCDIS009 Facilitate On Going Skills Development Using Project Assignment-Hammond Institute Australia.
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient,valid and reliable. I declare that I have conducted a fair, valid, reliable,and flexible assessment. I have provided feedback to the above-named candidate.
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