He has shown that he can do all of the main preparative and cooking elements, such as chopping, boiling, frying and baking.I have arranged a meeting with Frank to congratulate him and give him feedback on his progress; if he can demonstrate that he can use these individual skills to produce a healthy meal, then we will sign him off his training and he can continue to live independently, subject to regular check-ins.”
P a g e | 19Activity 4BEstimated Time15 MinutesObjectiveTo provide you with an opportunity to evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person.ActivityComplete the following individually or in a group (as applicable to the specific activity and the assessment environment):1.Give an example of how you could identify a need for a change in the plan by reviewing records. All answers will vary. For example:The plan estimates that the client should have completed around four elements of their cooking competency in an eight-week timeframe. Reviewing the plan shows that the client has passed only two elements of competency in ten weeks. The plan indicates that the client is receiving formal cookery lessons at the community centre. The next step would be to discuss this with the client and try to find out why they are potentially struggling.
P a g e | 20Activity 4CEstimated Time15 MinutesObjectiveTo provide you with an opportunity to identify opportunities for ongoing skill development.ActivityComplete the following individually or in a group (as applicable to the specific activity and the assessment environment):1.Identify three skills. For each, suggest ways in which the skill could be maintained by the client in an ongoing way. All answers will vary. For example, cooking could be maintained by:Cooking a meal every dayCooking for friends and family Volunteering in the kitchen at the care facilityExploring new food ideas.
P a g e | 21Activity 5AEstimated Time20 MinutesObjectiveTo provide you with an opportunity to identify situations that can act as potential informal learning opportunities and encourage learning.ActivityComplete the following individually or in a group (as applicable to the specific activity and the assessment environment):1.Identify three skills. For each, identify two ways in which the client could access an informal learning opportunity.All answers will vary. Social skills:Whilst out shopping with the client, you notice an older lady struggling to reach an item on a high shelf. You could encourage the client to approach the lady and offer to reach the item for her. When paying for shopping in the supermarket, you could have the client chat with the cashier and handle payment.Cooking skills:A client’s birthday is coming up within the residential home. You could encourage your client to use their baking skills to produce a cake or cakes.
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