- CHCAOD201D - Prepare for alcohol and other drugs work
Assessor Resource
CHCAOD201D
Prepare for alcohol and other drugs work
Assessment tool
Version 1.0
Issue Date: May 2024
This unit applies to those working with clients with alcohol and other drugs (AOD) issues in the delivery of community services
This unit describes the introductory knowledge and skills required to prepare a worker for working with clients
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit must be assessed with all other specialisation units chosen as part of a package at a particular AQF level This unit may be assessed on the job or through simulation Assessment will primarily be by observation and questioning and evidence sought from the workplace environment Evidence may be gathered over one assessment period with a single target group |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | Resources required for assessment include access to appropriate workplace where assessment can take place |
Method of assessment: | In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Harm minimisation approach to work and a range of activities which support this Holistic and client-centred care Client needs and rights including duty of care Principles of access and equity Current issues facing clients Awareness of own biases and beliefs Limitations of work role and responsibilities |
Essential skills: It is critical that the candidate demonstrate the ability to: Apply a non-judgemental approach to alcohol and other drug use Work within the defined work role and responsibilities In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate interpersonal communication with clients and other stakeholders Work as part of a team or as a sole worker |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Stakeholders and representatives may include: | Clients Friends, peers and target group Families and care givers Local community Community organisations Government representatives and service providers Specialists/experts Peak bodies and networks Services Management, colleagues, supervisor, team members |
Different models of work may include: | Community development and education Case management Working with families |
The essential values and philosophies of the sector may include: | A holistic and client-centred approach - A focus on harm minimisation including harm prevention; harm reduction; and harm management |
A commitment to access and equity must be demonstrated by: | A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Demonstrate and apply knowledge of the current issues which impact on the work area/organisation and different models of work | |||
In collecting information about the work role and the organisation's role, seek the views of key stakeholders and representatives from relevant target groups and use these views in accordance with organisation policies and procedures | |||
Demonstrate consideration and understanding of the essential values and philosophies of the sector in all work undertaken | |||
Demonstrate a commitment to access and equity principles in work undertaken | |||
Identify personal values and attitudes regarding alcohol and other drugs use and take these values and attitudes into account when implementing work activities |
Forms
Assessment Cover Sheet
CHCAOD201D - Prepare for alcohol and other drugs work
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCAOD201D - Prepare for alcohol and other drugs work
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: