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Assessment Conditions

Unit purpose/application

This unit describes the skills and knowledge required to establish, maintain and evaluate work health and safety (WHS) policies, procedures and programs in the relevant work area, according to WHS legislative requirements.

This unit applies to workers who have responsibility for WHS as part of their role, including workers with obligations under WHS legislation, persons conducting a business or undertaking (PCBUs), or their officers (as defined by relevant legislation).

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 Establish work health and safety practices

o Facilitate consultation, cooperation and communication

o Monitor compliance with risk control processes

o Evaluate and maintain WHS

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.

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/HLTWHS004 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

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Non English

Speaking

Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ 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

¨ Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨ Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment 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
¨ Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g. a textbook in braille ¨ 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

• Written Questions

Assessment task description

• This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.

• The Unit Knowledge Test consists of twenty-two (22) written questions.

• You must respond to all questions and submit them to your Trainer/Assessor. • You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

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.

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” and “Cover Sheet” is available with the Assessor Checklist File.

Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

● This is an individual assessment.

● The purpose of this assessment task is to assess the students’ knowledge essential to manage work health and safety in a range of contexts and industry settings.

● 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

Questions:

Q1: Describe the following terms in one to two short sentences:

Hazard
Incident
Risk
Risk register
Risk assessment
Risk control
Risk analysis
Risk management process

Q2: Complete the following table for each state/territory WHS authorities:

State or territory	WHS Act	WHS Regulation	WHS Codes of practice
Australian Capital Territory (ACT)
New South Wales (NSW)
Northern Territory (NT)
Queensland (Qld)
South Australia (SA)
Tasmania (Tas)
Victoria (Vic)
Western Australia (WA)

Q3: Describe why each of the following are important to your role in the community service setting in 50-100 words:

3.a. Acts (20-30 words)

3.b. Regulations (30-50 words)

3.c. Regulating agencies (20-30 words)

Q4: Answer the following questions:

4.a. Who is responsible for providing the primary duty of care to ensure the health and safety of workers while they are at work in the business or undertaking. (20-30 words)

4.b. What other responsibility does this person have other than the primary duty of care? (20-30 words)

Q5: Explain the duties of a person conducting a business or undertaking (PCBUs) in the community service sector? (50-100 words)

Q6: Explain the rights and responsibilities and duty of care obligations of each of the following in 100-150 words:

6.a. Employer

6.b. Worker

Q7: What basic information should you keep to comply with the WHS legislative requirements for record-keeping and reporting? (30-60 words)

Q8: Explain the term due diligence in your own words and what reasonable steps an officer must take to ensure the business complies with its work health and safety obligations and the officer is exercising and demonstrating due diligence and general duty requirements? (100-150 words)

Q9: What particular regulatory requirements, policy, procedures or systems are relevant in the Community Service sector for infection control and managing hazards common to the work environment? List any five (5).

Q10: What are the legislative requirements and “duty to consult requirements” on the following: 10.a. Consulting with workers (100-150 words)

10.b. Consulting with other duty holders at the same workplace (100-150 words)

Q11: Explain when a PCBU must consult with workers according to WHS regulations and guidelines? (50-100 words)

Q12: Answer the following questions:

12.a. What is the definition of “hazardous manual tasks” according to the Work Health and Safety Regulations 2011 (WHS Regulations)

12.b. Provide 3 (three) examples of hazardous manual tasks in a community service sector?

Q13: Discuss the link between infection prevention and control, and, compliance with WHS legislation in your own 50-100 words.

Q14: What are the five (5) common types of safety hazards in the community service sector and how can you minimise them? (50-100 words)

Q15: Explain the importance of each of the following factors in a compliant WHS policy framework in your own 30-50 words (for each):

Factors	Explanation
hazard, incident and injury reporting
hazard identification, risk assessment and control
human resources policies and procedures
consultation and participation
incident investigation and record-keeping
quality system documentation
designated person/s for raising issues


workplace support services
use of personal protective equipment (PPE)
emergency procedures

Q16: Describe each of the following principles of hazard and risk management in your own 50-100 words:

16.a. risk analysis

16.b. hazard identification procedures

16.c. hierarchy of control and its application

16.d. principles of risk assessment

16.e. examples of health and safety benchmarks

16.f. principles of safe design processes

Q17: What are the six (6) benefits of effective record keeping and WHS documentation procedures?

Q18: What are the four (4) common types of WHS documentation?

Q19: How would you raise a health and safety issue with designated persons in the workplace? List three (3) ways.

Q20: Write the name of correct safe design principle for the following explanations (Reference: Guidance of the principles of safe design for work (May 2006), Australian Safety and Compensation Council, Canberra):

a. All products, processes and tasks must be systematically assessed for risk. This involves identifying hazards, assessing risk and putting in place risk controls to eliminate or control that risk.

b. There must be effective communication and documentation of all design and risk control information between all persons involved. This applies through the whole lifecycle of the product/process.

c. The people who have the decision-making power to design processes, facilities and so on must be able to promote their safety with the people at the coal face. Where there are several people involved in the design process, there must be collaboration between them.

d. Every product has a lifecycle – for example children’s play equipment starts as a concept, then it is designed, manufactured, supplied and installed, used, maintained, decommissioned and disposed of. Hazards must be identified and controlled as early in the lifecycle as possible. For example, it is better to fix up a weak point in the equipment frame during the design phase than to strengthen it after it has been made.

e. The people who are in control of designing a process or product must have the knowledge and capability to do this safely. If the knowledge or capability are not held they must be acquired.

Q21: Write down five (5) ways a consultation about WHS issues may take place in an organisation?

Q22: Write down three (3) potential barriers in effective evaluation and management of WHS processes for improvement?

Assessment Task 2 – Unit Project (UP)

Assessment type

• Unit Project

Assessment task description

● This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.

● This assessment task requires you to complete a project.

● You must read and understand a declaration written by a community service practitioner and complete a set of activities in order to successfully complete this project.

● You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.

● You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions

● This project is untimed and is conducted as open book tests (this means you are able to refer to your textbook).

● You must read and respond to all criteria of the project.

● You may handwrite/use computers to answer the criteria of the project.

● You 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.

● As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.

● The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts

• 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 attempting the skills test:

• You will read and understand a declaration written by a community service practitioner and complete a set of activities in this assessment task.

• You will be expanding the knowledge and skills acquired during the previous assessment task.

• Instructions to read and understand a declaration written by a community service practitioner and complete a set of activities is provided within the assessment task.

• You will be required to correctly attempt all activities of this assessment task.

How will your assessor assess your work?

● This assessment task requires the student to successfully complete and submit a project. ● 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 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” and “Cover Sheet” is available with the Assessor Checklist File. Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities: ● Skill and knowledge to interpret legislative instruments and WHS/OHS guidelines ● Skill and knowledge to interpret hierarchy of control and risk analysis

● Skill and knowledge to complete the risk control mechanism

● Skill and knowledge to work on WHS procedures and developing them, as required ● Skill and knowledge for effective WHS consultation

● Skill and knowledge for identifying, mitigating and management of hazards and risks ● Skill and knowledge to make sure responsible people are held accountable

Assessment Task 2 – Unit Project (UP)

Instructions to complete this assessment task:

● Please write your responses in the template provided.

● 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.

● 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.

Resources required to complete the assessment task:

● Computer

● Internet

● MS Word

● Printer or e-printer

● Adobe acrobat/reader

Project task:

This assessment task requires student to read and understand a declaration written by a community service practitioner and complete the following activities:

Conduct a workplace risk assessment and record the results, including:

● identification of hazards and potential hazards

● risk assessment

● evaluation of policy/procedure in line with state/territory legislation and industry guidelines

● development of risk controls and measures

Declaration by a community service practitioner:

1. Ms Ruby dos Santos visited my community service centre for a counselling session regarding a family violence related matter.

2. I have met with Ms Ruby dos Santos (DOB: 07/06/1981) and Mr Mark Salvos (DOB: 19/03/1986) on three occasions to date for counselling and as per their request, I have prepared a statutory declaration/report on my professional observations.

3. Ruby and Mark met in August 2016, became engaged during 2017 and were married on the 18th February 2018.

4. Ruby advised that she has been suffering from depression on and off for the past few years after being in a relationship where she experienced significant family violence and has been prescribed medication for her depression. Her ex-partner is now in jail after breaching an Apprehended Violence Order that she had taken out against him after a particularly violent incident in which she feared for her life. Ruby has a two-year-old son, Huan (DOB: 14/02/16), with her ex-partner. Huan lives with Ruby full-time.

5. Ruby advised that she had been very reluctant to enter into another relationship and had not dated anyone since she left her ex-partner, until she met Mark. Ruby advised that at first, they met online and spoke on the phone for a few days before meeting face-to-face. Ruby advised that from the moment they met, she felt very comfortable with Mark, mostly because of his quiet manner and felt that he was someone she could trust. During subsequent discussions, Ruby advised that she found out more about Mark’s less than satisfactory living conditions, and as a result of this invited him to live at her house as she had a spare bedroom. They agreed on the rent that he would pay and that Ruby would provide Mark with meals and would do his washing and clean his room.

6. Ruby stated that she felt very comfortable, initially, from their first meeting as Mark was very quietly spoken, gentle and thoughtful. She advised that they were very happy with the arrangement of Mark living in her house and they soon became good friends. She advised that she had not had a relationship with someone like Mark before and that it was not long before she realised that she had fallen in love with him. Ruby stated that her son is her first priority and that if

Mark’s behaviour towards her son had not been acceptable then she would not have continued their relationship.

7. I, however, noticed some signs of struggle and sadness in the eyes of Ruby and I felt she was not opening up.

8. As I started inquiring about the causes, Mark Salvos came in and said he wants to join the discussion.

9. I told him that this session is only allocated to Ruby, but he insisted that he wants to be part of the session.

10. I told him again to leave the session and let me continue my discussion with Ruby, he however simply ignored me.

11. Ruby was numb and could not speak anything after Mark joined the session and refused to leave. 12. Ruby had tears in her eyes and I knew something is seriously amiss.

13. I, therefore, repeated the third time, that if Mark does not leave the session, I have to call security. 14. As I said this, he became very angry and started shouting at me.

15. He accused me for brainwashing his wife and unnecessary getting into their personal life. 16. I had no other option other than to call security.

17. Security, to my surprise, did not hear my requests because of a fault in the security bells.

18. I reported the fault in security bells two days ago to a WHS officer (relevant authority) but he did not do anything to rectify the fault.

19. I had to personally stand up and call security and It was one of the worst experiences of my life.

20. I could see that Mark was hiding a weapon with him and I was unsure when he could use that on me or on his wife.

21. Security officers were not wearing any personal protective equipment (PPE) for protection.

22. Mark threatened me of self-harm and also said “this will not be good for you” as he was escorted from the premises by the security officers.

23. Seeing what unfolded, Ruby started telling me everything, including that Mark has changed his behaviour with her and the child.

24. He threatened to use a weapon against her and physically assaulted her on two occasions by pushing her to the wall.

25. He also prevented her and the child from practising their religion and meeting his other family members and friends.

26. Following our counselling sessions, I advised Ruby to report the matter to Police. 27. I also reported the matter to the WHS management committee and also to the Director.

28. Organisational policy clearly mentions the following guidelines in line with state/territory legislation and industry guidelines, those have not been followed in this case:

a. Duty of care obligations of employers towards their employees

b. Duty of care obligations of employees to themselves and others

c. Reasonable care guidelines

d. Work, health and safety requirements, obligations and standards especially the use of personal protective equipment against health or safety risks at work.

e. Risk controls and measures

29. When this matter was investigated, I was told by the security personnel that as I only reported the fault in the equipment verbally, the WHS officer got busy with another serious matter and forgot to fix the security bell. I was advised by the WHS director to complete the “Faulty equipment form” whenever required in the future.

30. As a practitioner I work predominantly with clients either from CALD backgrounds or those from very low socio-economic backgrounds with limited literacy skills. To ensure that I am able to counsel clients within a safe and therapeutic environment, I do not limit sessions to one hour. In some instances, an interpreter may be required, meaning that sessions may last for 2 – 3 hours. This ensures that I am able to help clients translate seemingly large problems into outcomes which are clearly defined and achievable for them. Solution Focused Brief Therapy (SFBT), my preferred model of therapy, is utilized in family violence, education, criminal justice services and child welfare areas as it is future-focused and goal-directed.

You are now required to complete the attached workplace risk assessment form

WORKPLACE RISK ASSESSMENT FORM

Managing Workplace Health and Safety Risks procedure

Form WHS

Workplace:

Local

Assess

ment

No:

applic

able

Assessment Date:

/ /

Next Review Date:

/ /

(3 years maximum)

Sign-off: (by a person with safety responsibility for the risk being assessed, for example: Head of Research Group, Workshop Supervisor, Academic Supervisor, Project Leader, Head of School, Director of Institute, School/Institute Manager)

Name: Position:

Date: / /

What is being assessed? Describe the item, job, process, work arrangement including the location or facility

People involved in the assessment

Assessor(s):

Others consulted: (eg safety consultant, manager or supervisor, elected health and safety representative, people familiar with the hazards, other personnel exposed to risks)

Risk assessment				Risk control plan/ WHS Action Plan/Procedures
Item	Hazard description/ how exposed (Refer Appendix 1)	Risk control measure(s) in place Evaluation of current policies/procedures/ documentation (If existing controls need improvement or new controls introduced, record under the Risk Control Plan columns)	Current risk level (H/M/L/VL) with controls (Refer App.2)	Extra controls needed to reduce risks to low or very low (The item should not be used or the process started until the remaining ‘residual risk’ is L or VL)	Person responsibl e	Date extra controls to be done
1					Person responsibl e
2
3
4

* may be left blank if the current risk level with existing controls in place (‘residual risk’) is low or very

Appendix 1 – What hazards might be present? Select the correct ones.

Hazards: Potential to cause harm to people, property or the environment.
General Work Environment		Health and Security		Plant and equipment
Restricted access or egress	☐	Food	☐	Vehicles	☐
Confined spaces	☐	Poisoning or contamination	☐	Mobile and fixed plant	☐
Air-conditioning (thermal comfort)	☐	Communicable diseases	☐	Powered equipment	☐
Air quality	☐	Intoxication	☐	Non-powered equipment	☐
Lighting	☐	Dehydration	☐	Elevated Work Platforms	☐
Noise (discomfort)	☐	Violence or assault	☐	Pressure vessel	☐
Outdoors (sun exposure)	☐	Working alone or in isolation	☐	Laser (Class 2 or above)	☐
Uneven walking surfaces	☐	Working in remote areas	☐	Traffic control	☐
Working at height	☐	Bites / Stings	☐	Electrical	☐
Ergonomic/manual handling		Chemical		Vibration	☐
Workstation set up	☐	Hazardous chemicals	☐	Moving parts	☐
Poor posture	☐	Explosives	☐	Acoustic / Noise	☐
Lifting / Carrying	☐	Engineered nanomaterials	☐	Temperature / Weather effects
Pushing / Pulling	☐	Gas cylinders	☐	Heat	☐
Reaching/overstretching	☐	Radiation		Cold	☐
Repetitive movement	☐	Ionising radiation	☐	Rain / Flood	☐
Bending	☐	Ultraviolet (UV) radiation	☐	Wind	☐
Eye strain	☐	Radiofrequency/microwave	☐	In or on water	☐
Work design and management		Infrared radiation	☐	Pressure (Diving / Altitude)	☐
Fatigue	☐	Biological		Lightning	☐
Workload	☐	Microbiological	☐	Smoke	☐
Mental stress	☐	Animal tissue / Fluids	☐	OTHER
Organisational change	☐	Human tissue / Fluids	☐		☐
Work violence or bullying	☐	Allergenic	☐		☐
Inexperienced or new personnel	☐	Other Biological	☐		☐
Volunteer or work experience safety	☐		☐		☐
Children or U18 students	☐		☐		☐

Appendix 2 – Risk Assessment Matrix

RISK SEVERITY/CONSEQUENCE

LIKELIHOOD	CRITICAL (may cause severe injury or fatality – more than two weeks lost time)	MAJOR (injury resulting in at least one day lost time)	MINOR (medical treatment injury – back to work)	NEGLIGIBLE (first aid treatment – no lost time)
VERY LIKELY (exposure happens frequently)	High	High	Medium	Medium
LIKELY (exposure but not frequently)	High	Medium	Medium	Low
UNLIKELY (exposure could happen but only rarely)	Medium	Medium	Low	Very low
VERY UNLIKELY (Exposure can happen but probably never will)	Medium	Low	Very low	Very low

RISK PRIORITY TABLE

Risk priority	Definitions of priority	Time frame
High	Situation critical, stop work immediately or consider cessation of work process. Must be fixed today, consider short term and/or long term actions.	Now
Medium	Is very important, must be fixed urgently, consider short term and/or long term actions.	1 – 3 weeks
Low	Is still important but can be dealt with through scheduled maintenance or similar type programming. However, if the solution is quick and easy then fix it today.	1 – 3 Months
Very low	Review and/or manage by routine processes	Not applicable

Unit Assessment Task (UAT)

Assessment Task 3 – Role play

Assessment type:

● Role play

Assessment task description:

● This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency.

● This assessment task requires you to complete a two role play.

● You must complete a set of activities in order to successfully complete this project. ● You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.

● You must complete a set of activities for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

● All the role play is timed.

● You must read and respond to all criteria of the project.

● You may handwrite/use computers to answer the criteria of the project.

● You 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.

● As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.

● The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts

• 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 attempting the role play:

● This assessment task is in continuation to the previous task.

● You will complete a set of activities in this assessment task.

● You will be expanding the knowledge and skills acquired during the previous assessment task.

● Instructions to complete a set of activities are provided within the assessment task. ● You will be required to correctly attempt all activities of this assessment task.

How will your trainer/assessor assess your work?

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 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” and “Cover Sheet” is available with the Assessor Checklist File. Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities: ● Skill and knowledge to understand WHS/OHS guidelines and acting professionally, ethically and according to the legal framework

● Skill and knowledge to identify hazards and assessing risks arising from the work carried out or to be carried out

● Skill and knowledge to make decisions about ways to eliminate or minimise those risks ● Skill and knowledge regarding making decisions about the adequacy of facilities for the welfare of workers

● Skill and knowledge of proposing changes that may affect the health or safety of workers ● Skill and knowledge to make decisions about procedures for consulting with workers ● Skill and knowledge in resolving work health or safety issues

● Skill and knowledge to monitor health of workers

● Skill and knowledge to monitor the conditions at the workplace

● Skill and knowledge to provide information and training for workers

● Skill and knowledge to interpret hierarchy of control and risk analysis

● Skill and knowledge to complete the risk control mechanism

Instructions to complete this assessment task:

● Please write your responses in the template provided.

● 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.

● One of the most important steps that you can take: proofread your project. ● Project must be completed using an 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited. ● Appropriate citations are required.

● All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

● Computer

● Internet

● MS Word

● Printer or e-printer

● Adobe acrobat/reader

Task:

This is in continuation of the previous assessment task. Student is required to do the following activities in this assessment task:

a. conducting the following consultative activities with the workers:

I. information session about workplace policies and procedures, including

demonstration of personal protective equipment (PPE) where required for the job role II. consultative discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process

b. monitor workplace compliance with WHS procedures

Background and pre-requisite of Assessment 3

Students must complete the assessment task 2 before attempting this assessment activity. Activity 1: Role Play

In this assessment activity, you are required to participate in a role play with fellow students. Students will take the following roles:

1. Community service practitioner

2. Security officer

Scenario

Firstly, you are acting as a community service practitioner. You are required to discuss the work, health and safety guidelines and maintain compliance with workplace policies and procedures and use personal protective equipment (PPE) with the security officer. The role of the security officer will be played by another student.

Time-limit on roleplay:

Five minutes (Make sure It’s a short role play and not a show)

Requirements

● Discuss what has happened? Either act it out or describe out loud what has happened. ● Discuss the requirements set in the workplace policies and procedures.

● Look back over your risk assessment activities and analysis you completed and discuss the following:

● Discuss how the problem and hazard should be solved.

o Does the person involved need first aid?

o Do you require assistance with this problem?

● Discuss the need of maintaining personal protective equipment (PPE) for the work role. ● Discuss do you need to fill out any incident report/risk assessment forms? ● Discuss the level of stress/fatigue.

● Confirm from the student who is playing the role of security officer that he understands the requirement of complying with the work health and safety guidelines and organisational requirements.

● Students will swap the roles and each student is required to play all roles.

Unit Assessment Task (UAT)

Assessment Task 4 – Role Play

Assessment type:

● Role Play

Assessment task description:

● This is the fourth (4) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.

● This assessment task consists of a role play to be completed in front of your trainer/assessor. ● The premise of the role play must be closely related to the previous assessment task. ● You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.

Applicable conditions:

● This role play /presentation test is timed.

● Time allowed to deliver the presentation is 15-20 minutes and the trainer/assessor will provide additional time to create documents.

● Electronic devices are allowed during this assessment task.

● You 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.

● As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.

● Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts

• 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 attempting the role play:

● You must not cut and paste chunks of text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation. ● You must not read the presentation word-by-word and should use the presentation for reference purposes only.

● You must explain the topics appropriately.

RTO Code: 45680 | CRICOS Code: 03907K Unit Assessment Pack (UAP) | Page 45 of 50 V 1.1: April 2021, Approved: CEO, Next Review: April 2022

HLTWHS004 Manage work health and safety.

● Your tone, gestures, body language has to be according to the role you are portraying. ● You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation-free language, friendly yet professional manner for this assessment task.

Information about role play:

● Please note that the task includes participation in the role play.

● This type of learning provides a controlled environment in which role players can practice skills, roles and processes.

● In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback.

● This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au.

● You have to present your role play to your trainer/assessor on the due date. ● Reasonable adjustment will be allowed for those candidates who are eligible to receive it. ● Please read through the instructions and assessment information carefully, prior to commencing the tasks.

How will your trainer/assessor assess your work?

● This assessment task requires the student to participate in a role play and present their risk management plan to the audience.

● Presentation must demonstrate the student’s understanding and skills of the unit. ● Students need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.

● A copy of the observation checklist (found in the assessment guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment. ● Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.

● Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.

● A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.

● 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).

● The “Assessment Plan” and “Cover Sheet” is available with the Assessor Checklist File. Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities: ● Skill and knowledge to understand duty of care obligations of employer

● Skills and knowledge to understand duty of care obligations of employee ● Skill and knowledge to understand the rights of an employee

● Skills and knowledge to professionally discussing WHS requirements and obligations ● Skill and knowledge to share the knowledge with other students in the class/session

Assessment Task 4 – Role Play

Instructions to complete this assessment task:

● This task requires you to participate in a role play.

● You may use models, aids, equipment to deliver your presentation effectively. ● Presentation may include diagrams, infographics, and pictures to be interactive and interesting.

● Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.

● During the role play, the assessor will be looking for:

o Appropriate interaction, body language and communication skills

o The student’s ability to establish rapport and defuse potentially difficult situations o The ability to understand, interpret and answer the questions appropriately. o Suitably documenting and presenting the topics to the audience.

o The student meets the requirements of the unit of competency or performance criteria mentioned in the assessment task.

● The presentation should be consistent, well organised and must cover all the criteria mentioned in the observation guide.

Resources required to complete the assessment task:

● Computer

● Internet

● MS Powerpoint

● Printer or e-printer

● Adobe acrobat/reader

Role Play:

Purpose

Through dramatic play, demonstrate the roles and responsibilities of the employer and the employee within the workplace.

Required materials and equipment

List of rights and responsibilities, overhead projector and discussion paper

Key Concepts

● Prepare a one-page document and list at-least 5-10 responsibilities of employer ● Prepare a one-page document and list at-least 5-10 responsibilities of employee

Role play: Students create a short speech proclaiming their rights and responsibilities as an employee working at a company of their choice and as an employer. Students are encouraged to use emotions and tone of voice suitable to the workplace environment.

The speeches should include a review of the three rights of a worker, roles and responsibilities of the employee and employer within the chosen workplace.

Discuss must discuss the three rights of an employee:

1. the right to know about workplace hazards and to receive training on how to do the job safely;

2. the right to participate in solving health and safety problems, and in the identification and control of workplace hazards;

3. the right to refuse dangerous work.

Role play actors:

Students will be completing this role play in a simulated work-place setting with other students. Two students will be performing the role play at any given time. Student A will be playing the role of an employer and student B will be taking the role of the employee.

Students will swap the roles and each student is required to play all roles.

Time-limit on roleplay:

Two to three minutes to perform each role (Make sure It’s a short role play and not a show) Students must also submit the following two lists:

• Expectations the employer has for the employee;

• Expectations the employee has for the employer.

Students then share and compare their list with others