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CHC52015 Diploma of Community Services

Student Agreement:
By signing this Agreement, I confirm that I understand the Assessment Submission Guidelines, as detailed in the Student Handbook and Acknowledge Education’s policies and procedures. In particular:
⦁ The work submitted is my own and does not contain another person’s material represented in my work.
⦁ I understand that I must acknowledge in an appropriate manner all information and sources of assistance used in my assessment work.
⦁ I have followed all submission, presentation and file name guidelines outlined in the submission guidelines. I am aware that if I do not follow the required guidelines, this could result in my assessments being returned not assessed by my trainer/assessor.
⦁ I understand that I must not receive undue assistance or the unauthorised help of others in the preparation of my assessment work.
⦁ I will not allow other students to access or copy in whole or any part of my assessment work.
⦁ I understand that if I am dissatisfied with the way I have been assessed or with my result, I have the right to appeal as detailed in the Student Handbook and Acknowledge Education’s policies and procedures.

Student Declaration:
I hereby declare that I have read the above statement and that all the material I submit for assessment is entirely my own and meets all of the college’s assessment requirements.

Student Signature

⦁ Assessment Task 2: Case Studies

⦁ Student Assessment Instructions
⦁ This Case Study may require you to work in groups/alone (The assessor will provide details of the group format).
⦁ You need access to the project instructions to complete this task. As this is an open-book task, you may also access a learner guide, the internet and/or other resources.
⦁ You must satisfactorily complete all sections of the assessment and submit these to your assessor. Ask your assessor to clarify any aspect you are unsure about in this assessment task.
⦁ You may be asked to explain your responses if the assessor needs any clarification.

⦁ Required Resources
⦁ You will need to have access to relevant legislation, standards and codes, industry practices and student book resources.

⦁ Evidence
⦁ You must submit the completed assessment cover sheet and your assessment by online submission within the allocated time.
⦁ Ensure you keep a copy of your submitted work. Assessments submitted without a completed cover sheet will not be accepted.

⦁ When and where will this assessment take place?
⦁ This assessment may be undertaken in a simulated environment/in a classroom/at home – to be discussed with the assessor.
⦁ Your assessor will provide you with the due date, which can be recorded in the assessment plan.
⦁ Your assessor may also specify the length of time allowed and the expected word count, if applicable.

⦁ What if the assessment is not suitable?
⦁ If you are unable to provide sufficient evidence with the written assessment method, your assessor may be able to provide you with an alternative method. Discuss this with your assessor.

⦁ What happens if your answers are not satisfactory?
⦁ If any of the assessment responses are not satisfactory, your assessor will provide you with feedback. You may need to resubmit some or all the assessment tasks. Your assessor will explain the details for your reassessment.
⦁ In most cases, you will be allowed a maximum of three attempts.
⦁ If you are not satisfied with your assessment result, you have the right to lodge an appeal. Ask your assessor or contact the Course Coordinator for more information.

⦁ Case Study Instructions

⦁ Read the scenarios and answer the questions below for each of the scenarios.

No. The student’s assessment shows evidence of the following:
⦁ 1 ⦁ Section 1 – Scenario 1
⦁ Max is a young man living in a youth hostel. He is not happy with his case worker visiting on Thursday afternoons because he wants to go footy training at this time. He doesn’t know how to raise it with his case worker who is very busy and says she is only able to visit Thursdays when she is in the area. Max takes part in a focus group, which has been set up by a project worker to gain feedback about the hostel program, where he raises the issue of the clash.
⦁ Required Evidence
⦁ Q1 What are two processes that could have been put in place for Max to act earlier?
⦁ Answer
Giving ownership
Informal feedback
According to the scenario, Max is a young boy and he is not aware of how the problem must be raised to the caseworker. MAX can be scared of what is happening after he gets informed about the problem for the caseworker as he has not been aware of the process of the situation. Informal feedback can pave the way for Max for expressing their ideas to the caseworker so that young boy requirements can be understood. Ownership must be giving and taking of the target group that has been involved can be the vital component of in-service programs.

⦁ Result Satisfactory Not Satisfactory
⦁ Q2 How could Max’s issue get included in management processes?
⦁ Answer Issue of the Max must be included in process of management in which program must be monitored weekly for having the program updates and testing if the program has been running smooth. Programs monitoring can define that organization must make the progress for meeting the objectives (Mendling, et al., 2017).


⦁ Result Satisfactory Not Satisfactory
⦁ Q3 How could the program be modified to meets Max’s needs? Provide two suggestions.
⦁ Answer
1. Time and date is to be changed of footy training
2. Visiting time is to be changed for available date and time
It is really important that Max must have his needs of him and caseworkers and footy training must be visited. But it should be effective rather than being forced for choosing. This is best that Max can attend the visit of caseworkers and go to the footy training. For doing this we have to change the time and date of the caseworker visit and change the time and date of footy training. He can do this by looking to the leisure time so that these time and date changes do not clash with some other activity (García-Peñalvo, et al., 2016).

⦁ Result Satisfactory Not Satisfactory

⦁ 2 Section 2 – Scenario 2
⦁ Peter is a support worker in a disability service. Sally, a new person he is interviewing and developing an individual plan with, uses a wheelchair.
⦁ Required Evidence
⦁ Q1 What sort of things should he be asking about to assess Sally’s individual needs? List at least four topics.
⦁ Answer Environment
These are the 4 things which is to be discussed with sally when her needs are being assessed.

⦁ Result Satisfactory Not Satisfactory
⦁ Q2 What are two possible barriers that could limit Sally’s participation?
⦁ Answer
Lacking adequate access to the services
Lacking the supported transport
According to the scenario, sally is the person having a disability and there is the requirement of special services when participating and accessing the program is needed. There are 2 main barriers can be the above-mentioned points/

⦁ Result Satisfactory Not Satisfactory
⦁ Q3 What are two preferences that may impact on Sally’s personal plan?
⦁ Answer
Fear and mistrust
Sally could have lifestyle preferences and it can impact the plan and some can help in planning. Culture is a vast area and the cultural background of a person can define very much about the person and how does he participate and act in specific programs. AS person’s mistrust and fear can [play the main role in the plan and if service user does not have the trust of the worker, then it is not the effective service and it can influence the plan also (García-Peñalvo, et al., 2016).

⦁ Result Satisfactory Not Satisfactory
⦁ Q4 How can Peter make sure Sally is able to give feedback on the service she receives and that it is acted on? Identify at least two strategies.
⦁ Answer Suggestions
Informal feedback
Peter must talk to sally and must ask her for anything which can be done and is there anything about how he wants to tell us and such kind of questions would open to the peter and must give the feedback. As disability services with the peter can work for allowing the suggestion by online, written and verbally (Mendling, et al., 2017).

⦁ Result Satisfactory Not Satisfactory

⦁ 3 ⦁ Section 3 – Scenario 3
⦁ You are a project worker in a community house. A new program has been developed to encourage the growth of community gardens in the neighbourhood. The local government, the local primary school, and a local nursery are all partners in the project.
One of the objectives of the program is to integrate some newly arrived refugees into the program. The refugees are from Syria.
⦁ Required Evidence
⦁ Q1 How might you ensure staff is culturally aware in relation to people from Syria and what type of external group might you draw on to facilitate this?
⦁ Answer
Programs of running awareness related to the culture in Syria and staff must be brief. That’s how we must make sure that staff must be well briefed regarding culture and how it must be acted on the situation if this gets raised

⦁ Result Satisfactory Not Satisfactory
⦁ Q2 What methods could you use to communicate roles and responsibilities to the local nursery staff?
⦁ Answer According to a situation, the direct communication method will be used in this as there are the refuges that belong to Syria and they need care and also, they have to understand the language of those people and expression is required in nursery staff to assure them about this.

⦁ Result Satisfactory Not Satisfactory
⦁ Q3 What are two documents you may develop as part of the program planning to set up the gardens and recruit participants?
⦁ Answer We have to develop a checklist as the documents to calculate the total numbers of the refuges and then another document is the purchasing list of the resources that are provided by us to them such as the food, water, fruits, and clothes also, all the important things are provided to them and to get to notice we have to make a document list of these resources.

⦁ Result Satisfactory Not Satisfactory
S=Satisfactory NS=Not Satisfactory

Assessor Name
Assessor Signature

Student Name
Student Signature

⦁ References
⦁ García-Peñalvo, F. J., Cruz-Benito, J., Griffiths, D., & Achilleos, A. (2016). Virtual placements management process supported by technology: proposal and first results of the semester of code. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 11(1), 47-54.

⦁ Mendling, J., Weber, I., Aalst, W. V. D., Brocke, J. V., Cabanillas, C., Daniel, F., … & Zhu, L. (2018). Blockchains for business process management-challenges and opportunities. ACM Transactions on Management Information Systems (TMIS), 9(1), 1-16.