Personal Care has been developed for learners who want to embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives
It has been designed to help learners reflect on/clarify their own values and attitudes and make informed decisions about their health and wellbeing behaviours. Courses related to Personal Care include Physical Recreation Level 1 and Personal Health and Wellbeing Level 2.
This is an introductory course that offers learners an opportunity to care for their own wellbeing. By studying the course, learners will develop a set of personal and interpersonal skills which underpin personal care behaviours. It is envisaged this course will be appropriate for learners with special needs.
The course comprises five (5) areas of learning and is part of the health and wellbeing suite of courses depicted in the following flowchart:
On successful completion of this course, learners will be able to:
This course has a complexity level of 1.
At Level 1, the learner is expected to carry out tasks and activities that draw on a limited range of knowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. VET competencies at this level are often those characteristic of an AQF Certificate I.
This course has a size value of 10.
The following activities (suggestions only) may complement the delivery of this course:
Learners must complete all five (5) areas of learning:
Learners must complete all five (5) areas of learning. Participation in a variety of healthy physical activities will contribute towards a learner's achievement of the learning outcomes.
Each area of learning is designed to take approximately 20 hours.
| Area of Learning | Content |
| Self awareness (approx 25 hours) |
This learning area covers the following content:
|
| Personal wellbeing (approx 25 hours) |
This learning area covers the following content:
|
| Diet and nutrition (approx 20 hours) |
This learning area covers the following content:
|
| Support groups (approx 15 hours) |
This learning area covers the following content:
|
| Personal fitness (approx 15 hours) |
This learning area covers the following content:
|
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by the TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process will usually also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
The assessment for Personal Care Level 1 will be based on whether the learner can:
The learner identifies:
| Rating C |
|---|
| a limited range of current health and wellbeing issues |
| a limited range of factors that directly influence personal health and wellbeing |
| the consequences of some forms of risky behaviour |
| personal social rights and responsibilities. |
The learner:
| Rating C |
|---|
| applies a limited range of processes to enhance personal health and wellbeing |
| uses constructive feedback and advice from others to improve personal health and wellbeing |
| sets short term goals |
| prepares a basic personal wellbeing plan |
| uses health and wellbeing facilities and equipment in accordance with established safety procedures. |
The learner:
| Rating C |
|---|
| selects and uses a limited number of appropriate styles to communicate emotions and feelings |
| adjusts styles to respond to minor new requirements |
| uses communication styles that are appropriate and that foster positive interpersonal relationships |
| expresses emotions and feelings to another person in an appropriate, non-verbal manner |
|
appropriately uses technology to assist with the expression of emotions and feelings. |
The learner:
| Rating C |
|---|
| accesses information by communicating verbally with other people |
| accesses information from a given range of written and visual material |
| uses a limited range of relevant ICT technologies to access information |
| uses ICT technologies in accordance with established safety procedures. |
Personal Care Level 1 (with the award of):
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certitfication from 4 ratings.
The minimum requirements for an award in Personal Care Level 1 are as follows:
SATISFACTORY ACHIEVEMENT (SA)
4 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
3 'C' ratings
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.