Participants must be made aware of health and safety issues in all situations and demonstrate safe working practices at all times
As teaching and work areas can be varied due to the delivery in differing communities, facilitators must be initiate, advocate and support safe working practices at all times and in all environments

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
A web chart showing the different barriers in the community that stop people living an independent life
Short answer questions, written or oral
Resource Folder:
List/draw/pictures of equipment to suit people with differing types of disabilities.
A list, cut out or written of the names, addresses and telephone numbers of relevant agency/organisations and add to resource folder in the section marked 'Older People' under the headings designated in Assessment Criteria 4.3
Project:
Record of a talk or observation of a person with a disability and
a list of their needs under the heading of physical, mental and environmental.

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
Group Work:
discussion of the handicaps created by different disabilities and suggested ways of overcoming these
discussion concerning ways of helping people gain life skills
discussion in which implementation of health strategies. are evaluated
Demonstration of safe lifting techniques
Role play and debriefing concerning assisting a disabled person to eat or drink and a discussion of the difficulties experienced.
Implemention of a health strategy for each holistic health area (body, mind and place). Participants can plan, organise and implement a given strategy or develop a strategy

Interdependant Assessment of Units

Required knowledge and skills
local community socio-cultural environment
local community physical environment
local communication protocols and practices
local community health issues concerning people with siabilites viewed from an holistic perspective
disabilites there causes and consequences
barriers for people with disabilites in the community
strategies for overcoming barrieres
local agencies who can aid local people with disabilites and their carers
Occupational Health and Safety Act

Resource Implications
Suggested Resources for participants
Community Health Learning Guide
A Good Life for Old and Disabled People in Remote Aboriginal Communities produced by Willowra Women's Centre

Assessment Context
This Unit is to be assessed in a classroom and Aboriginal community environment. Assessments should require minimal English numeracy literacy skills and use a flexible approach relying wherever possible on practical demonstration of skills

Consistency of performance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplementary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.