Participants must be made aware of health and safety issues in all situations and demonstrate safe working practices at all times.
Demonstration and practice of safe lifting techniques must be supervised by a facilitator or work place assessor at all times.
Any projects attempted by students must be viewed by the facilitator from an ocupational Health and Dafety perspective. Participants need to be instructed in all health and safety requiredments before commencement of the project

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
Group project - Ten different health conditions affecting older people are listed and ways these conditions will affect older people physica1ly and mentally listed.
Resource folder:
in section marked 'Older People' five recipes of healthy foods for older people ae collected
the names, addresses and telephone numbers of relevant agency/organisations are cut out or written and added to resource folder in the section marked 'Older People'
ways that older people can eontribute to a community are written or drawn in the section marked 'Older People'
Short answer questions written/oral

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
Group discussion including older people who have been invited along to talk about what it feels like to get old, how they are treated, what they dislike about ageing and what activities they would enjoy doing.
Role play (example) Break into pairs - one person to play an older person v.ith a physical impairment and the other participant a carer. The carer is o give the older person a drink. Reverse roles. Evaluate and discuss difficulties. Break into pairs - one participant to play the role of a person with a visual impairmen the other panicipant to play the role of the carer. The carer is to lean and look after the other for a specified period of time. Reverse Roles. Evaluate and discuss difficulties.
Demonstration of safe lifting
Group work - brainstorm and l;ist types of activities older people like to participate in
paln and implement one of these activities forolder people in the community'access various healthy recipes
Talk to an older peerson in the community and using either pictures (an excellent example of this is contined in the book 'A Good Life for Old and Disaabled people in Remote Aboriginal Communities by the Willowra Women's Centre) or by asking them to discuss their needs
Implement a health strategy for each element (mind, body, place0
Group discussion: evaluation of implmentation of health strategies

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 the older people
Occupational Health and Safety Act
safe lifting/moving techniques
food groups
nutritional requirments for special groups ie elderly
basic cariers skills:
feeding
bathing
cooking
bedmaking
dealing with visually and/or hearing impaired people
health strategies for improving the health of the elderly in Aboriginal communities
relevant local govenrment and non-government agencies that provide assistance/care for the elderly in the community
common health conditions found in the older person that include but are not limited to:
diabetes
incontinence
respiratory ailments
dental
skin
sight
hearing
mobility
diabetes mellitus

Resource Implications
Learning guides (print/audio) to cover all English literacy/numeracy levels

Suggested Learning Resources for Facilitators
Willowra Women's Centre. (1994)" A Good Life for Old and Disabled People in Remote Aboriginal Communities. Northern Territory Department of Health and Community Services..
Brown, C. (1984). The health and social needs of the elderly, the physical and the emotionally disadvantaged Aboriginals in Metropolitan Adelaide" , Aboriginal Health Organisation

Suggested Learning Resources for Participants
Community Health Learning Guide
Willowra Women's Centre. (1994)" A Good Life for Old and Disabled People in Remote Aboriginal Communities. Northern Territory Department of Health and Community Services..

Assessments should require minimal English mnneracyfliteracy skills and use a flexible approach relying wherever possible on practical demonstration of skills

Assessment Context
This Unit is to be assessed in a classroom and Aboriginal community environment. Assessments should require minimal English mnneracyfliteracy 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.