CHCCCS040

Support independence and

wellbeing
Learner Workbook
Table of Contents
Introduction.......................................................................................................................4
Competency-Based Assessments........................................................................................5
Assessing Nationally-Recognised Training..........................................................................6
Dimensions of Competency................................................................................................8
Reasonable Adjustment.....................................................................................................8
The Unit of Competency.....................................................................................................9
The Context of Assessment..............................................................................................10
Assessment Methods.......................................................................................................10
Resources Required for Assessment.................................................................................10
Accessing External Links...................................................................................................10
Assessment Workbook Cover Sheet.................................................................................11
Knowledge Assessment....................................................................................................12
Assessment Workbook Checklist......................................................................................43
Record of Assessment (Assessor’s Use Only)....................................................................45

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Introduction
This workbook contains the Knowledge Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you will likely encounter in a workplace setting. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.
The evidence you submit must be your own work except where due reference is made and
where you are required to submit supplementary workplace documents such as policies
and procedures.
When completing the assessments included in this workbook:
1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
 If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
 Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming
convention prescribed in each task.

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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
 The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person in performing a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

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Assessing Nationally-Recognised Training
Developing and conducting assessment in an Australian Vocational Education and Training
(VET) context is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
 Assessment must be mutually developed and agreed upon between the
assessor and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.

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 4. Assessment must be fair
 The assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

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Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only
narrow task skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities or
installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities
have:
 The same learning opportunities as candidates without disabilities, and
 The same opportunity to perform and complete assessments as those without
disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met

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Assistive/Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCCCS040 - Support independence and wellbeing (Release 1)
1. Recognise and support individual differences.
2. Promote independence.
3. Support physical wellbeing.
4. Support social, emotional and psychological wellbeing

A complete copy of the above unit of competency can be downloaded from the TGA
website:
https://training.gov.au/Training/Details/CHCCCS040

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The Context of Assessment
To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet.
The Knowledge Assessment may be completed wholly at the candidate’s home or chosen
place of study.

Assessment Methods
This workbook uses the following assessment method:
Knowledge Assessment
A set of general and workplace questions testing the candidate’s general knowledge and
understanding of the general theory behind the unit.

Resources Required for Assessment

The candidate will need access to:
 Computer with Internet, email access, and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

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Assessment Workbook Cover Sheet
To the candidate: You must complete the coversheet below by filling in all the details
and signing it.

Workbook CHCCCS040

Title Support independence and wellbeing (Release 1)

First and Last Name

Student number

Phone

Email

Please read the Candidate Declaration below, and if you agree to the terms
of the declaration, sign and indicate the date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my rights
and responsibilities as an assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can make for each
assessment, and I am submitting all documents required to complete this Assessment
Workbook.
 I have organised and named the files I am submitting according to the instructions
provided. I am aware that my assessor will not assess work that cannot be identified and
may request the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal of
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I submit as
evidence, as well as the qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for verification purposes.

Name: Signature: Date signed:

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Knowledge Assessment
Preliminary Task
Question 20 of this Knowledge Assessment requires you to refer to the legislation,
standards and codes of your state/territory.
For your assessor’s reference, indicate below which state/territory you are currently
based or located in by ticking the box that corresponds to your answer.
When answering Question 20, you must refer to the legislation, standards and codes of
the state/territory you ticked below.

The state/territory where you are currently based or located in:

Australian Capital Territory South Australia

✘ New South Wales Tasmania

Northern Territory Victoria

Queensland Western Australia

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 1. List two examples for each of the following types of basic human
needs in the table provided below.

Types Two examples

a.
i. Physical
b.

a.
ii. Psychological
b.

a.
iii. Spiritual
b.

a.
iv. Cultural
b.

a.
v. Sexual
b.

2. Answer the following questions about the concept of self-

actualisation.

i. What is the concept of self-actualisation?

ii. Identify two ways you can support an individual to become self-actualised:
a.
b.

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 3. Describe the human development that happens in each stage of life.

Stage of human Description

development

i. Infancy

ii. Early childhood

iii. School-age

iv. Adolescence

v. Adulthood

vi. Maturity

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 4. Define the following aspects of a person’s wellbeing.

Aspect of wellbeing Definition

i. Physical

ii. Psychological

iii. Social

iv. Spiritual

v. Cultural

vi. Financial

vii. Career or
occupation

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 5. Answer the following questions about individual differences.

i. List three traits that contribute to an individual’s unique differences.

a.
b.
c.

ii. How are individual differences interrelated?

iii. How do individual differences impact how support is provided to the individual?

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 6. Identify two requirements that contribute to a person’s health and
wellbeing for each area listed in the table below.

Area Requirements

a.
i. Mental health
b.

a.
ii. Nutrition
b.

a.
iii. Hydration
b.

a.
iv. Exercise
b.

a.
v. Hygiene
b.

a.
vi. Lifestyle
b.

a.
vii. Oral health
b.

7. Complete the following table by:

i. Defining each given mental health issue.
ii. Identifying two risk factors associated with each issue.
iii. Identifying two protective factors associated with each
issue.

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 Issue Definition Risk factor Protective factor

a. a.
b. b.
i. Depression

a. a.
b. b.
ii. Substance
abuse

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 8. Answer the following questions about restrictive practices

i. Describe what constitutes a restrictive practice.

ii. Complete the table by:

a. Providing the legislation relevant to restrictive practices in the industries
listed below.
b. Providing a legal requirement based on the given legislation.
c. article or section number where the legal requirement may be found.
d. Explaining how the legal consideration impacts provision of support.

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 Industry Restrictive Practices Legal requirement How this impacts provision of
Legislation support

Article or section number:

1) Aged Care

2) Disability Article or section number:

Support

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iii. Identify the five forms of restrictive practices regulated by law.
a.
b.
c.
d.
e.

iv. What are the seven conditions of registration that service providers must meet
when using regulated restrictive practices according to NDIS.
a.
b.
c.
d.
e.
f.
g.

v. List three positive strategies that can be used in place of restrictive practices.
a.
b.
c.

vi. Identify the two things to take into account for a careful clinical and ethical
consideration.
a.
b.

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vii. Identify the two ethical considerations relevant to restrictive practices.
a.
b.

viii. List all the documentation requirements needed when using restrictive practices
according to the Aged Care Act 1997.
a.
b.
c.
d.
e.

ix. Summarise the documentation requirements stated in Sections 14 and 15 of the

NDIS Restrictive Practices and Behaviour Support Rules 2018.

9. Identify two physical indicators and two behavioural indicators of

neglect or abuse for each form of abuse listed in the table.

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 Forms of abuse Physical indicators Behavioural indicators

a. a.
i. Physical abuse b. b.

a. a.
ii. Physical neglect b. b.

a. a.
iii. Sexual abuse b. b.

a. a.
iv. Psychological or
b. b.
Emotional abuse

a. a.
v. Financial abuse b. b.

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 10. Identify the reporting requirements for suspected abuse situations
in your workplace.

11. Briefly define the following service models.

Service delivery model Definition

i. Palliative care

ii. Residential care

iii. Home and

community care

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 12. List the eight Aged Care Quality standards.

i.

ii.

iii.

iv.

v.

vi.

vii.

viii.

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 13. Briefly explain how the six National Standards provided below are
applied or upheld by disability service providers.

Standard Explanation

i. Rights

ii. Participation and

inclusion

iii. Individual
outcomes

iv. Feedback and

complaints

v. Service access

vi. Service
management

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 14. Briefly define the following funding models relevant to individual
support.

Funding Model Definition

i. National Disability
insurance Scheme
(NDIS)

ii. Commonwealth
Home Support
Programme (CHSP)

15. List five issues that can impact the health and wellbeing of an
individual.

i.

ii.

iii.

iv.

v.

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 16. Answer the following questions about community values and
stereotypes.

i. How can incorporating the values of a person’s community impact the care and
support they receive?

ii. How can understanding the attitudes of a person’s community impact the care
and support they receive?

iii. Describe the possible impact of the following myth about childcare centres:
‘Childcare centres can negatively affect the relationship between parent and
child’.

iv. Describe the possible impact of the following myth about older people: ‘Older
people can’t learn or change’.

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v. Describe the possible impact of the following stereotype about people with a
disability: ‘People with disabilities always need help’.

vi. Describe the possible impact of the following stereotype about older people:
‘Older people can’t contribute to the workplace and workforce’.

17. List down two issues surrounding sexuality and two issues
surrounding sexual expression.

i. Issues affecting sexuality

a.
b.

ii. Issues affecting sexual expression

a.
b.

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 18. Identify and define two indicators of emotional concern and two
indicators of emotional issues that can impact a person’s wellbeing.

Indicators of emotional concern Definition

i.

ii.

Indicators of emotional issue Definition

i.

ii.

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 19. Complete the tables below by listing down and defining:
i. Two examples of support strategies.
ii. Two examples of support resources
iii. Two examples of support networks

Support strategy Definition

i.

ii.

Support resource Definition

i.

ii.

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 Support network Definition

i.

ii.

20. Complete the tables below by:

i. Briefly defining each work consideration given below.
ii. Identifying one legal or ethical requirement for each work
consideration.
iii. Identifying the names of the legislations, codes or
standards containing each requirement identified.
iv. Identifying the name of the section of each legislation, code
or standard where each requirement is located.
v. Providing links to each code, legislation or standard.
vi. Explaining how each requirement is applied in an
organisation.
vii. Explaining how each requirement is applied in individual
practice.

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 Duty of Care

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Dignity of Risk

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Human Rights

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Discrimination

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Mandatory Reporting

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Privacy

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Confidentiality

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Disclosure

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Work Role Boundaries - Responsibilities

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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 Work Role Boundaries - Limitations

Definition:

Legal or ethical
requirement

Source: (legislation,
code, standard, etc.)

Section:

Link:

How the requirement

is applied in an
organisation:

How the requirement

is applied in
individual practice:

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Record of Assessment (Assessor’s Use
Only)
RECORD OF ASSESSMENT

Student’s Name

Student number

RTO Name

Assessor’s Name

Unit of Competency CHCCCS040 - Support independence and wellbeing (Release 1)

Knowledge Assessment S NYS

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

Question 13

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Knowledge Assessment S NYS

Question 14

Question 15

Question 16

Question 17

Question 18

Question 19

Question 20

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid

All knowledge and skills evidence submissions are authentic

All knowledge and skills evidence submissions are sufficient

All knowledge and skills evidence submissions are current

Overall Result for the Relevant Workbook/s Satisfactory Not yet

satisfactory

Assessment Workbook

Assessor’s comments/feedback

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 Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

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