Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Good health practices are explained in terms of their importance for home-care.
1.2 Good health practices are demonstrated through the various home-care activities to meet health and hygiene standards.
1.3 The impact of grooming habits is explained to demonstrate their importance for home-care.
1.4 Principles of basic microbiology applicable to the cleaning environment are applied with due regard for the requirements of home-care.
1.5 Factors that contribute to healthy living are described in terms of home-care practices.
1.6 Factors that contribute to healthy living are demonstrated in line with identified health care standards.
1.7 Wellness principles are applied according to agreed and or set home-care standards.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Areas of work and responsibility in domestic housekeeping services are described.
2.2 Areas of responsibility for the upkeep of the home are described in terms of tasks to be performed.
2.3 Health, safety and hygiene are explained in terms of their applicability to home upkeep.
2.4 Potential risks in a home-care environment are identified and described so as to promote safety and security for life and property.
2.5 The importance of conducting a risk assessment is explained within the home-care environment.
2.6 Basic safety and security procedures within a home-care environment are explained to establish knowledge, awareness and sensitisation.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Ethics and values expected and required for home-care practice are described.
3.2 The impact of values on home care practice is explained.
3.3 Best practice principles for home-care are identified.
Range: Best practice principles include but are not limited to personal financial management, self management, communication, diversity, execution of activities from instructions received.
3.4 Best practices for home-care are demonstrated in line with identified principles.
3.5 Best practices for communication are described in relation to the home-care environment.
3.6 Communication skills demonstrating awareness of diversity and for conflict resolution are demonstrated within the home care set up through various ways.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Range of activities within own area(s) of specialisation are described.
4.2 Key areas of work within area of specialisation are described.
4.3 Key practices within area of specialisation are implemented in line with sector, occupational and home-care context, requirements or performance agreements.
Integrated Assessment:
The term Integrated Assessment implies that theoretical and practical components should be assessed together. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated way.
Integrated Assessment evaluates the learner’s ability to combine actions and ideas across a range of activities and knowledge areas. Integrated assessment must specifically assess the learner’s ability to:
Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the required performance standards.
Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.
The assessment will require assessment methods which measure and evaluate evidence generated during learning and on-the-job activities. Assessment practices must be open and transparent, fair, valid and reliable, ensuring that no leaner is disadvantaged in any way whatsoever.
A variety of methods must be used and assessment tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner at the workplace, simulations, case studies role plays and other similar techniques should be used to provide a context appropriate to the assessment.
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