CHCCCS004

CHCCCS004
ASSESS CO-EXISTING NEEDS
Unit Assessment Pack
AuSC
Australian Sovereign College
212A, LIVERPOOL STREET HOBART TASMANIA – 7000 | 03 6200 9550 |
CHCCCS004 Assess co-existing needs.
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to assess the diverse and multi-faceted needs
of people and determine both internal and external services required to meet those needs.
This unit applies in a range of community service contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.
What the student can expect to learn by studying this unit of competency
o Prepare for assessment

o Analyse the person’s needs using a collaborative approach
o Determine appropriate services
o Complete reporting
o Evaluate assessment and referral processes
Training and assessment resources required for this unit of competency
The student will have access to the following:

● Learner guide
● PowerPoint presentation
● Unit Assessment Pack (UAP)
● Access to other learning materials such as textbooks
The resources required for these assessment tasks also included:
• Access to a computer, the Internet, and word-processing system such as MS Word.
• Codes of practice and standards issued by government regulators or industry groups.
• Access to individualised plans and any equipment outlined in the plan.
• Recognised assessment and planning tools.
Skills must be demonstrated in the workplace.
In addition, simulations and scenarios must be used where the full range of contexts and situations
cannot be provided in the workplace or may occur only rarely. These are situations relating to an
emergency or unplanned procedure where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working environment where these
skills and knowledge would be performed, with all the relevant equipment and resources of that
working environment.
RTO Code: 45680 | CRICOS Code: 03907K Unit Assessment Pack (UAP) | Page 1 of 39
V 1.1: April 2021, Approved: CEO, Next Review: April 2022
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, AuSC staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another AuSC student or with individuals or student’s external to the AuSC. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without AuSC approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the AuSC’s policy on Academic integrity, plagiarism
and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in AuSC’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action
Other Important unit specific Information

N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/training/details/CHCCCS004
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and
quality assurance department/administration department in your RTO for continuously
improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the AuSC/person responsible for looking after the quality
and compliance services of the AuSC.
For more information, please refer to AuSC Student Handbook.
Unit Pre-Assessment Checklist (UPAC)

Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment task
before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to impact
Speaking  Writing on the assessment process
Background
 Cultural  Use methods that do not require a higher level of language
background or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment
skills takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment

task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the
background  Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type
• Part A- Written Questions
• Part B- Short answer written questions
Assessment task description

• This is the first unit assessment task you must successfully complete to be deemed
competent in this unit of competency.
• You will receive your feedback within two weeks - you will be notified by your Assessor
when results are available.
• You must answer all questions to the required level, e.g. select the appropriate number of
choices and correct answers.
• You must respond to all questions and submit them to your Assessor.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook
or other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• You must answer the questions in your own words. (Answer copied directly from text
books/internet or other sources are not accepted).
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your knowledge
to your assessor. The assessor may also observe your practical skills and techniques and ask
you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed. You will have 2 attempts to resubmit your assessment. In case if you
fail to get competency after 2 attempts, you have to re-enrol for the unit and need to pay the
unit fee.
• You must speak to your Assessor if you have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system,
workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
General Instructions for answering different types of questions:

• Complete a unit knowledge test assessment consisting of a series different types of questions.
• You will be required to correctly answer 100% of these questions.
• Do not start answering questions without understanding what is required from you. Reading
the question carefully and critically analyze it a few seconds will help you to identify what is
really needed.
• Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from the sources you are using
to write your answers/research your work, you must always acknowledge the source.
• Answer the questions in the space provided on the answer sheet or digitally using Microsoft
Word
• Use a black or blue ballpoint pen.
Purpose of the assessment

• The purpose of this assessment task is to demonstrate essential knowledge required to
research information about compliance and ethical practice responsibilities, and then develop
and monitor policies and procedures to meet those responsibilities
How will your assessor assess your work?

• This assessment task requires the student to answer all the questions.
• 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 tasks 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, the
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 1 - Unit Knowledge Test (UKT)

Instructions:
● There are 13 questions in Part A and 10 questions in Part B.
● To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
● All questions must be answered in order to gain competency for this assessment.
● 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.
Resources required to complete the assessment task:
● Computer
● Internet
● MS Word
● Printer or e-printer
● Adobe acrobat/reader
1. What are three (3) different types of assessments you could use and the specific contexts that
each type of assessment would be suitable for? Write your response in 60-100 words.
2. Describe the role of the below roles may play in a client assessment process? What are two (2)
assessment tools can each role use to conduct an assessment? Write your answer in 200-250 words
• Psychologist
• Psychiatrist
• Case Manager
3. How can you use the below collection methods to help identify client needs? Write your answer
in 30-50 words for each
How can this help to identify client needs?

Interviews with client/caregiver
Observation of activities
Consultation with co-workers
Other allied health practitioners
Questionnaire for client to fill in
4. Explain what is meant by the terms “reliability and validity” in relation to assessment tools?
Write your answer in 50-100 words
5. How you would prepare for an assessment process with a new client? How can the setting for
the assessment impact on the process? Write your answer in 100-150 words.
6. Identify and describe the range of information you may need in order to evaluate a client’s needs.
7. Explain how you would determine the risk factors associated with a client who is experiencing
mental health and homelessness issues? Write your answer in 50-100 words
8. Using an example describe the concept of client empowerment and compare to client
disempowerment. Write your answer in 50-100 words
9. Describe a strength-based perspective in relation to a client needs assessment process. Provide

an example where this approach would inform service delivery decisions. Write your answer in
100-150 words.
10. What is informed consent? What are the legal and ethical considerations relating to
assessment processes? Write your answer in 150-200 words.
11. What is privacy, confidentiality and disclosure and what are your obligations when undertaking
client assessments? Write your answer in 200-250 words
12A. How can you seek feedback about the assessment process both from the client as well as other
networks? Write your answer in 50-100 words
12B. Why is important to seek feedback routinely and reflect on your own work practices?
13. Using the table below, what are the common service requirements and basic features for each
service? Write your answer in 20-30 words for each service.
Common Service Basic Features

Requirements
Employment
Physical and Mental Health
Housing
Community Support
Social Inclusion
Education and Training
Financial
Part B- Short answer questions
1. The purpose of assessment processes is used to identify what? Give three (3) examples:
2. Which assessment process focuses on the individual’s strengths rather than their deficits:
3. List three (3) possible sources of information needed for an assessment process:
4. When preparing a setting for the assessment process you should make sure that the room
is;
5. The concept of dignity of risk includes:
6. Complex, multiple and interrelated issues can include:
7. A reason we may need to refer clients to other services include:
8. What is an issue you should seek feedback about between services:
9. List three (3) criteria you use to monitor and review the service delivery experienced by a
client should consider:
10. What feedback can be used to inform improvements in community organisations:
Assessment Task 2 – Unit Skill Test (UST) Case Studies

Assessment type
• Unit Skills Test – Case Studies
Assessment task description

• This is the second unit assessment task you must successfully complete to be deemed
competent in this unit of competency.
• Student is required to read four (4) case studies and answer the questions related to case
studies.
• You will receive your feedback within two weeks - you will be notified by your Assessor
when results are available.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook
or other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must complete the task with your trainer and other classmates.
• You will be assessed independently on this assessment task.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your assessor.
• Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts

unit fee.
Location
• This assessment task may be completed in a classroom, learning management system,
workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
General Instructions for attempting the skills test:

• Attempt a skills assessment consisting of four (4) case study followed by written questions.
How your assessor will assess your work?

● This assessment task requires the student to successfully complete all questions.
● Answers must demonstrate the student’s understanding and skills of the unit.
● You will be assessed according to the provided performance checklist/ performance criteria.
● Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
● If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
● If at least one of the assessment tasks 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, the
● The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s following skills and abilities:
• Research information required for legal compliance
• Determine ethical responsibilities
• Develop and communicate policies and procedures
Instructions to Students
• Read the case study and answer the written questions.
• Attempt all the written questions followed by case studies.
Assessment Task 2 - Unit Skill Test (UST) Case Studies

Instructions to complete this assessment task:
● Please write your responses in the template provided.
sheets:
o 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.
● The premise of the project must be closely related to the previous assessment task.
● This submission must be well presented and follow the guidelines and instructions provided.
● Please follow the format as indicated in the template section below.
● One of the most important steps that you can take: proofread your answers.
● Appropriate citations are required.
● All RTO policies are in effect, including the plagiarism policy.

● Computer
● Internet
● MS Word
Read the case study and answer the following questions:
Case study 1: Disability
Margaret is a 56-year-old lady with Down syndrome and is being cared for by her
mother Judith who is 83 years old. Margaret usually attends a day care center program
five days a week but lately the staff have noticed that her attendance has been
sporadic. On the days that she does attend the staff have noticed that she has lost
weight and her clothes are unwashed. She tells the staff that she has not had a shower
for a few days because her mother has been too sick to help her.
1. Describe two (2) different ways you could collect information about Margaret’s needs in order
to undertake an assessment
2. Explain how you would evaluate the urgency of the issues experienced by Margaret? Write
your answer in 30-50 words
3. Explain the service delivery and referral options that you could recommend to Margaret and her
family. Write your answer in 50-100 words
4. Explain your duty of care obligations, taking into consideration the legal and ethical framework,
you have towards Margaret. Write your answer in 50-100 words
Case study 2: Mental health, homelessness, unemployment and poverty
Sarah is an Aboriginal lady who has been diagnosed with schizophrenia. She is currently
homeless, unemployed and lives in poverty. She also has an alcohol addiction. She has
been referred to a local community organisation for assessment.
David is conducting the assessment and he has read Sarah’s case file notes. He
understands her medical history and other relevant information. David meets with Sarah
and explains the process of the assessment. He says he wants to identify Sarah’s specific
issues and needs.
1. Identify the existing complex, multiple and interrelated factors and/or issues that David will
need to address in order to undertake a holistic assessment of Sarah’s needs. Write your answer
in 30-50 words.
2. Explain how each of these issues can interrelate? Write your answer in 30-50 words
3. Describe how Dave could use a strength-based approach in the assessment process. Write your
answer in 50-70 words
Case study 3: Child protection and family violence
Beatrice arrives at a women’s crisis center with a broken arm, which she received during her
most recent violent encounter with her husband. Beatrice explains that she is afraid of her
husband and has left the family home also leaving her ten-year-old and twelve year old children
behind. She is very concerned for their two children as she says that her husband has beaten
them before and she fears that he will focus his anger on them now that she has gone.
1. How might mandatory reporting in relation to child protection be relevant in this scenario?
2. Identify three (3) strategies you could use to empower Beatrice to identify and access services
herself.
3. Identify three (3) specialist services and other sources may be available to Beatrice to help
determine her range of issues?
Case study 4: Imprisonment
Michael has just recently been released from a two-year prison sentence. His family and friends
have refused to make any contact with him since he was convicted of robbery and theft. Your
organisation specialises in helping ex-prisoners reintegrate into society.
1. List and describe two (2) issues relating to social inclusion that Michael may encounter now that
he has been released from prison. Write your answer in 30-50 words
2. Identify three (3) services and their basic features that you may refer Michael to in order to
address his needs. Write your answer in 30-50 words
3. Explain the privacy and confidentiality requirements you need to abide by when undertaking an
assessment of Michael’s needs. Write your answer in 50-100 words
Unit Assessment Task (UAT)

Assessment Task 3 – Project
Assessment type:
• Project
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.
• Student must attempt all criteria to the required level.
Applicable conditions:
• Student must complete the task independently.
• 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.
Resubmissions and reattempts:

unit fee.
• For more information, please refer top the AuSC Student Handbook.
Location:
• This assessment task may be completed in a workplace/ learning environment.
• 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 assessment task:
• Student must correctly attempt all activities of this assessment task.
• Student must attempt all criteria to the required level.
• 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?

• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have successfully
completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks 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, the
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s following skills and abilities:
Assessment Task 3 – Project

Instructions to complete this assessment task:
sheets:
o 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.
● One of the most important steps that you can take: proofread your report.
● Appropriate citations are required.
● All RTO policies are in effect, including the plagiarism policy.
● Computer
● Internet
● MS Word
Assessment Task 3- Project

Scenario
A-Mei Chang is of Chinese descent, and she has lived in Australia for 20 years. At home A-Mei speaks,
writes, and reads English fluently. She is living in a dilapidated home and workers have identified that
she lives in a hoarding situation. Car and truck parts are piled at the front gate. She is strongly resistant
to any assessment. She has been diagnosed with Type II Diabetes and her family complains that she is
not taking the prescribed medication.
Write a report of 350-400 words, which addresses the following questions:
1. How you would prepare to carry out an assessment of A-Mei Chang’s needs?
2. Description of the type of assessment you would apply and how you would implement this
assessment
3. How you would use a collaborative approach to identify A-Mei Chang’s needs (including co-
existing needs). What evidence would you need to make assessment decisions?
4. Describe the needs you have identified by reading the scenario and the potential risk factors
for service delivery
5. Determine appropriate services for A-Mei Chang and describe how you would organise her
access to these services. How can you evaluate your own service for capability?
6. Describe how you would document the outcomes of your assessment according to
organisational policies and procedures.
7. How do you maintain and store A-Mei Chang’s information ensuring you follow confidentiality
requirements?
8. How will you monitor the process and it’s outcomes in terms of the success in meeting A-Mei
Chang’s needs?
9. Explain how you would evaluate your assessment and referral process and how you use
feedback and evaluations to improve services.
10. How can you ensure you work within the scope of your own role and that you seek assistance
from colleagues and experts when necessary?

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ASSESS CO-EXISTING NEEDS

Unit Assessment Pack

o Prepare for assessment

The student will have access to the following:

Skills must be demonstrated in the workplace.

Other Important unit specific Information

For more information, please refer to AuSC Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

Section 2: Reasonable adjustments

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

 Changes to course design, e.g. substituting an assessment

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment task description

General Instructions for answering different types of questions:

Purpose of the assessment

How will your assessor assess your work?

Assessment Task 1 - Unit Knowledge Test (UKT)

Resources required to complete the assessment task:

How can this help to identify client needs?

Consultation with co-workers

Other allied health practitioners

Questionnaire for client to fill in

9. Describe a strength-based perspective in relation to a client needs assessment process. Provide

Common Service Basic Features

Physical and Mental Health

Education and Training

Part B- Short answer questions

5. The concept of dignity of risk includes:

6. Complex, multiple and interrelated issues can include:

7. A reason we may need to refer clients to other services include:

8. What is an issue you should seek feedback about between services:

10. What feedback can be used to inform improvements in community organisations:

Assessment Task 2 – Unit Skill Test (UST) Case Studies

Assessment task description

Resubmissions and reattempts

General Instructions for attempting the skills test:

How your assessor will assess your work?

Assessment Task 2 - Unit Skill Test (UST) Case Studies

Resources required to complete the assessment task:

Read the case study and answer the following questions:

Case study 1: Disability

Case study 2: Mental health, homelessness, unemployment and poverty

Case study 3: Child protection and family violence

Case study 4: Imprisonment

Unit Assessment Task (UAT)

Resubmissions and reattempts:

How trainer/assessor will assess the work?

Purpose of the assessment task:

Assessment Task 3 – Project

Resources required to complete the assessment task:

Assessment Task 3- Project

Write a report of 350-400 words, which addresses the following questions:

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