CHCDEV002

Analyse impacts of sociological

factors on clients in community
work and services
Learner Workbook

CHCDEV002 Learner Workbook V 2.0 Page 1 of 26

 Table of Contents

Instructions to students:...................................................................................................................3
Assessment instructions...............................................................................................................3
Assessment Task...........................................................................................................................3
Assessment requirements............................................................................................................3
Competency outcome...................................................................................................................4
Assessment appeals process.........................................................................................................5
Special needs.................................................................................................................................5
Additional evidence......................................................................................................................5
Confidentiality...............................................................................................................................5
Academic misconduct...................................................................................................................6
Learner Activities............................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1B....................................................................................................................................11
Activity 1C....................................................................................................................................12
Activity 1D...................................................................................................................................13
Activity 1E....................................................................................................................................14
Activity 2A....................................................................................................................................15
Activity 2B....................................................................................................................................16
Activity 2C....................................................................................................................................17
Activity 3A....................................................................................................................................18
Activity 3B....................................................................................................................................19
Activity 3C....................................................................................................................................20
Learner Activities checklist – for assessor....................................................................................21
Summative Assessments:................................................................................................................22
Knowledge Activity (Q & A).............................................................................................................22
Knowledge Activity checklist – for assessor.................................................................................23
Supplementary Oral Questions (optional) – for assessor................................................................23

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Instructions to students:

Assessment instructions

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:

 Complete each question, including any sub-questions;

 Provide in-depth research on the topic, using appropriate primary and secondary sources;

 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

 Observation of real, indisputable actions as they occur;

 Written or oral task such as reports, role play, work samples etc;

 Portfolios;

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  Questions, or third-party evidence, in which the relevant document (observation document is to be
completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.

During the simulation session, the student is required to meet the following requirements:

 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

 Be aware of relevant procedures in case of accident, emergencies, evacuation

 Follow the start and finish times, breaks, work routines, etc.

 Follow the policies on personal phone calls and personal emails.

 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’

 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.

 Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or

demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.

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Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.
If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

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Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:

 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the
assignment; and

 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:

 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed
to another student’s view;

 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;

 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;

 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;

 Fraudulent representation of any required documentation, for example, prior qualifications, or

medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at

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https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.

Student Details

Student ID: _____________________________________________________________

Name: _____________________________________________________________

Phone: _____________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that

 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.

 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.

 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.

 I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:

 I will perform my work to the best of my ability.

 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-
enrolment of the unit of competency which can incur additional costs/fees to me.

 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo

reassessment which may be different to the one originally submitted.

 I give permission for my assessment/task/work to be reproduced, communicated, compared, and

archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy
and procedures

 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.

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  I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the

learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

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Student 4:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

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Learner Activities

Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify major social and cultural
institutions in Australian society and their societal functions.
1. What major social and cultural institutions affect your life? Provide at
least three examples.

2. Briefly explain the purpose of each social and cultural institution

mentioned in the previous answer.

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Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify ways in which major
institutions in Australian society can impact clients as individuals and as part
of community and family groups.
1. Explain how your life has been influenced by the following institutions:
 Education
 Religious institutions
 Health systems.

2. Suggest two potential side effects of long-term unemployment on

people’s lives.

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Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to examine and identify
possible effects and consequences of conditions and experiences of inequality
on clients as individuals and as part of community and family groups.
1. Define inequality and provide at least two examples.

2. What are the consequences of inequality?

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Activity 1D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify impacts of long-term
unemployment and associated issues on clients as individuals and as family
members.
Briefly describe the detrimental effects that long-term unemployment can
have on clients?

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Activity 1E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to, where relevant,
identify factors associated with age in Australian society and their impact on
clients as individuals and in family and community settings.
1. What age category do you fit into? What factors or institutions influence
your age category?

2. How can stereotypes about age harm individuals?

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Activity 2A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to use available
information to identify and analyse social and cultural factors impacting on
individual clients, groups or communities.
1. A man is being shown around a house by an estate agent. When he
mentions his partner, who is the same gender, would like it, the estate
agenda says the house is no longer for sale.

Is this discrimination? Explain your reasoning.

2. How can overcrowding in a house damage the inhabitant’s health?

Provide at least two examples.

3. Why do Aboriginal Australians experience more social problems than

other groups? Suggest three reasons.

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Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to clarify current health
and wellbeing and associated needs for individual clients, groups or
communities.
1. How can physical and mental disabilities affect people’s lives?

2. What emotional needs are people and children likely to have?

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Activity 2C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to make informed
decisions in relation to specific work to be undertaken and/or services to be
provided to client/s.
What are the key factors that may influence your decision in relation to work
to be undertaken and/or services to be provided to clients? Provide at least
two examples.

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Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to monitor impact of
work undertaken and/or services provided to clients, in line with scope of
own work role and organisational policies and procedures.
How can you monitor work you have undertaken in line with organisational
policies?

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Activity 3B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to review effectiveness of
work undertaken and/or services provided to clients, in relation to identified
social and cultural factors impacting on clients, groups or communities.
How should you review the effectiveness of work/services provided?

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Activity 3C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to, if required, revise
aspects of work undertaken and/or services provided to better address social
and cultural issues and enhance outcomes for clients, groups or communities.
How should you revise aspects of the work undertaken?

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Learner Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

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Summative Assessments:
Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Functions of social and cultural institutions within Australian society

 Factors contributing to client experiences of inequality and the possible effects and
consequences on their role in society
 Effects and consequences of unemployment on clients and in our society
 Contemporary frameworks and influences underpinning social policy
 Political and economic theory and systems
 Concepts of inequality and how they impact on individuals and society
 Different beliefs about various stratifications in our society and the ways in which
stereotypes develop, and their impact
 Specific policy decisions and their impact on community work
 Organisational standards, policies and procedures

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

All answers will vary depending on the learner and the organisation they work for, but the learner
should be able to answer each question competently.

1. Outline the functions of at least three social and cultural institutions within Australian society.

2. What are the main factors contributing to client experiences of inequality and what are the
possible effects and consequences on their role in society?

3. Suggest three possible effects and consequences of unemployment on clients on clients and in
our society.

4. In no more than 300 words, describe the contemporary frameworks and influences that
underpin social policy.

5. In approximately 200 words, summarise the political systems within Australia.

6. What are the two main approaches to explaining inequality? Briefly describe both.

7. Describe at least two different age stratifications in our society and the way in which they are
stereotyped.

8. Provide two examples of specific policy decisions and their impact on community work.

9. Choose three key organisational standards, policies or procedures and explain how they
impact on your role.

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Knowledge Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.

Learner’s name

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Assessor’s name

Unit of Competence
(Code and Title)

Date of assessment

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

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Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

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Feedback for the learner

I have read, understood, and am satisfied with the feedback provided by the assessor.

Learner’s name

Learner’s signature

Assessor’s name

Assessor’s signature

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