1. Start here: what is this task?
You pretend to be Harry, a support worker. A volunteer pretends to be Naomi. You have a friendly conversation to find out what she enjoys and what could help her join in community activities. You record it and upload the video.
The good news: it is a conversation, not an exam. You can plan what to ask in advance, and you can use notes while you talk.
About Naomi (from the scenario)
- 27 years old. Loves travel and photography.
- Lost her hearing in both ears as a teenager. Uses lip-reading and sign language.
- Feels anxious about meeting new people.
- Lives with her parents, Rachael and Bruce. Her support dog Peanut (a Corgi) goes everywhere with her.
- She is ready to try new things and get out of the house more.
- She is an adult: ask what she wants rather than deciding for her.
Check with your assessor: the task says the role play should take “approximately 15 minutes”, but the video must be no longer than 10 minutes. Aim for 8–10 minutes so you are safe.
3. Prepare
Preparation checklist
Research planner
You need three of each. Use the table to keep track in your own notes. Write them in your own words.
Tip: for each option, write down: What is it? Why suits Naomi? Any barrier (cost, group size, travel, communication)? How could it be made easier? That prepares you for her questions.
4. Role play guide: what the assessor looks for
These are the 9 things on the marking guide. Each is worth 2 points (18 in total). Tap each one for ideas. Tick them as you rehearse. You do not need to say the example words exactly; use your own.
Ideas for each part
1. Supportive, encouraging, asks about interests, needs, abilities, preferences
- “Thanks for meeting with me, Naomi. How are you feeling today?”
- “Tell me about photography. What do you love about it?”
- “What kind of activities would you like to try?”
- “Do you prefer small groups or bigger ones? Mornings or afternoons?”
Communication with Naomi: face her, keep your mouth visible, good lighting, speak naturally (don’t shout), check she understood, give her time. Peanut is welcome.
2. Work with her to choose the best options
- “Which of these sounds most interesting to you?”
- “Would you like to start with one, or try a couple?”
3. Give information on services, programs and options
Use the 3 + 3 you researched. Keep each one short: what it is, when, cost, how to join.
4. Barriers to taking part
- “What might make it hard for you to go along?”
- “How would you get there? Is cost a worry? What about meeting new people?”
Think: anxiety, communication, transport, cost, group size, family support.
5. Assistive technology
- “Do you use hearing aids or captioning apps? Would anything else help?”
Ideas: captioning, live-transcription apps, an Auslan interpreter, written notes, vibrating alerts.
6. Cultural or religious needs
- “Is there anything about your culture, beliefs or family that we should think about when choosing activities?”
You must ask, even if Naomi says there is nothing.
7. Acknowledge and use her feedback
If she says “I’m not sure about the group size”, respond: “Thanks for telling me. Let’s look for a smaller option.”
8. Explain how you will review and monitor
- “After you’ve tried it, I’ll check in with you. We can see how it went and change the plan if needed.”
Say when (e.g. in two weeks) and how (phone call, chat, visit).
9. Confirm next steps and how you will advocate for her
- “So, next I will contact [group] to ask about [access need]. You will [her step]. We will meet again on [time].”
Advocating means speaking up for her needs, with her permission.
The conversation in six steps (about 9 minutes)
Speak naturally. You do not need the exact words, and you can look at your notes.
Step 1: Welcome Naomi (about 1 min, plus consent)
“Hi Naomi. Today I’d like to talk about some activities you might enjoy and how I can help you get involved.”
“What’s the easiest way for us to communicate? Lip-reading, signing or writing things down?”
Step 2: Ask about her interests (about 1.5 min)
- “What do you enjoy doing in your spare time?”
- “Are there any activities you would like to try?”
- “Would you prefer a small group or a large group?”
Listen carefully to her answers.
Step 3: Suggest some activities (about 2 min)
“I’ve found a photography group that might interest you. They meet regularly and take photos together. Does that sound interesting?”
Let Naomi decide which options she likes.
Step 4: Talk about difficulties and support (about 2 min)
- “Is there anything that worries you about joining a group?”
- “Would written instructions, captions or an interpreter be helpful?”
- “Would you like Peanut to come along?”
- “Are there any cultural or religious needs we should consider?”
Example: Naomi: “I’m worried I won’t understand the instructor.” Harry: “Would it help if we asked the organiser about written instructions or an interpreter?”
Step 5: Make a plan together (about 1 min)
“Which of these would you most like to try? What support would you like from me?”
“So you’d like to try the photography class, and you’d like me to check what communication support is available. Is that right?”
Step 6: Explain the next steps (about 1.5 min)
- “With your permission, I can contact the group about accessibility.”
- “After you’ve been, we can talk about how it went.”
- “If you don’t enjoy it, we can look at something else.”
- “Does that plan sound okay to you?”
Remember: Naomi is an adult. Ask what she wants and support her choices. Do not make choices for her. You are not expected to solve everything in one conversation.
Policies to know: DC2 Choice and Independence (her choices come first) and DC3 Privacy and Confidentiality. Both are in your unit.
5. Record the video
Consent scripts (say these at the start of the recording)
You (student): “My name is ____, a student with Upskilled. I am recording this assessment task for my Upskilled course and I understand it will be heard by Upskilled staff and may also be heard by regulatory staff. I am a willing participant for this recording.”
Volunteer (Naomi): “My name is ____. I agree to be a participant in this recording. I understand the purpose and use of this recording, and I am participating willingly.”
Both people must be clearly heard saying this.