CHCDIV002 Assessment 2-2

CHC52015 Diploma of Community services
Assessment 2 -Research Work/Project Work
Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
Filename: CHCDIV002 - Promote Aboriginal and/or Torres Version 1.0/ July 2018 Review Date: Aug 2020 Page 1 of 15
Strait Islander Cultural Safety © Congress of Aboriginal and
Torres Strait Islander Nurses and Midwives, 2018
Pre-assessment Checklist
Student name: Assessor name:
Date: Location:
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety
Checklist for Conducting the Assessment 

Student confirms readiness to be assessed.
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Date: Time: Location:
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Student has read the Assessment guidelines document where assessment methods, processes
and documentation about assessment have been explained to student.
Has student any special requirements? Please list special requirements:
Confidentiality of assessment outcome has been explained.
Right to appeal assessment decision has been explained to the student.
All hygiene, Work, Health and Safety requirements have been met as per orientation pack.
Instructions to the Students
 Should you not answer the questions correctly, you will be given feedback on the results and your gaps in
knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be
deemed competent for this unit of competency.
 If you are not sure about any aspect of this assessment, please ask for clarification from your trainer.
 Please refer to the College student handbook for more information.
 If you have questions and other concerns that may affect your performance in the assessment please
inform the assessor immediately.
In signing this form, the student acknowledges that s/he is ready for assessment and that the assessment
process has been fully explained. The assessment information gathered (including student name, but no other
personal details) will be used by the training organisation for specific record keeping purposes
Student’s Signature:
Assessor’s Signature:
Assessment 2 -Research Work/Project Work
Instructions to the students

 Answer the questions below in the spaces provided
 Ensure all references are documented under each individual question.
 Answers are to be written in ink
Assessment Activity 11: Research your local area – Part 1

Research your local area to find out what happened to Aboriginal nations during the colonisation and invasion era –
consider your local area as well as your state/territory.
 My Local area is THE WHADJUK REGION which belongs to Western Australia territory
 In 1829, over 600 Europeans (wadjelas – as they are known to Noongars) arrived at Fremantle and the Swan
River Colony was established. Guildford and Swan River became an important market town and were
subsequently taken over by the wadjelas.
 During 1850’s, the Convict Depot was established in Guildford and over the next 18 years a total of 9,000men
arrived in the colony. The convicts (later known as ‘Ticket of Leave’ – men who’d been granted parole) began to
live and work in Guildford, building roads, houses, bridges, and other public works.
 Amid the 1920’s, as a result of the government’s agricultural development programs, town reserves became the
focus of the Noongar way of life. This had many negative effects on Noongar people, eroding their traditional
practices and culture.
 In 1968 forty adults and ninety children from Allawah Grove were moved into new homes in suburbs such as
Balga, Hamilton Hill, Gosnells, and Coolbellup. Only ‘genuine’ residents of Allawah Grove were allowed access to
houses. By January 1969 there were only a total of 31 Noongar people still living at Allawah Grove, despite the
electricity, water and sewerage having been disconnected. All huts were destroyed in the following
month.
 The closure of several Aboriginal Reserves in the 1970’s and the issues transferring Noongar people into State
housing in the metropolitan area, resulted in many homeless Noongars sleeping in parks, underbridges, in
cars and near the river in the Swan Valley. Finally, after campaign for Noongar people to live on their own terms
(since 1977), the fringe dwellers of the Swan Valley received title to land at Lockridge in1994.
 On the 19th of September in 2006, the Federal Court brought down a historic judgment in favour
of Noongar Native Title over the Perth metropolitan area: known as ‘Benn ell v State of Western Australia 2006’.
This was the first judgment which recognised Native Title over a capital city and its surroundings.

Using the links provided in the Learner Guide and your own searching, research your state/territory to find out:
1. What is the name of the protection act/laws in your state?
 The Aborigines Act 1905 (Act no. 1905/014 (5 Edw. VII No.14) was reserved for Royal assent on 23 December
1905 and commenced in April 1906. It was 'An Act to make provision for the better protection and care of
the Aboriginal inhabitants of Western Australia.' It governed the lives of all Aboriginal people in Western
Australia for nearly 60 years.
2. What restrictions did they place on the lives of Aboriginal and/or Torres Strait Islander peoples?
 Aboriginal cultural customs were banned, reading matter censored, relationships

controlled, work devalued and movements recorded control over people's lives including
regulation of residence, slavery as employment, marriage, social life and other aspects of
daily life.
3. What were the names of reserves or missions and where were they?
 Derby Hostel- Located near 45 Loch Street, Derby

 Bennett House-Located at 191 Bennett Street, East Perth
 The Catholic Diocese of Broome- Located at Kimberley, Western Australia
 Carrolup Native Settlement- Carrolup [II] was located on 2,000 hectares of land that lay on
the banks of the Carrolup and Carlocatup Rivers between Katanning and Kojonup
Dulhi Gunyah Orphanage-
1909 – 1910: Address - The Dulhi Gunyah Orphanage opened at 34 Bulwer Street, East
Perth
1910– 1912: Location - The Dulhi Gunyah Orphanage moved to move to
temporary premises: an old house in Albany Road, between Oats Street and Welshpool Road in
Victoria Park
1912 – 1918: Location - The Dulhi Gunyah Orphanage moved to a house on 12
acres in Argyle Street, Victoria Park
4. If you are non-Indigenous, did any members of your family since arriving in Australia live near these locations?
 No, none of my family members have lived near these locations
Assessment Activity 16: Activists from your jurisdiction and/or

regional area during the protection and segregation, and
assimilation eras
Research who were prominent Aboriginal and/or Torres Strait Islander Australians from your jurisdiction and/or regional
area who worked hard to challenge policies, laws and practices during the protection and segregation, and assimilation
eras. There are many, many more than the few acknowledged in this section.
 Yagan (1795 – 11 July 1833) was an Aboriginal Australian warrior from

the Noongar people. He played a key part in early resistance to British colonial
settlement and rule in the area surrounding what is now Perth, Western Australia.
 Mokare (1800 - 26 June 1831) was a Noongar Aboriginal man from the south-west

corner of Australia, also known as the ‘A Man of peace’. He is known for playing an
important role in peaceful co-existence between noongar people and the first European
settlers.
 Midgegooroo (died 22 May 1833) was an Aboriginal Australian elder of

the Nyungar nation, who played a key role in Aboriginal resistance to white settlement in
the area of Perth, Western Australia.
Assessment Activity 17: Activists from your jurisdiction and/or

regional area since the early 1970s
Research who were and are prominent Aboriginal and/or Torres Strait Islander Australians from your jurisdiction and/or
regional area who worked hard to challenge policies, laws and practices over the past 50 years, e.g. since the early
1970s.
 Robert Charles Bropho (9 February 1930 – 24 October 2011) was

a Ballardong Noongar Australian Aboriginal and rights activist from Perth, Western Australia.
 Bessie Flower or Bessie Cameron (c. 1851–1895) was a Minang Noongar woman from Albany, Western
Australia. Throughout her life she fought for Aboriginal rights and to keep families together.
 Clarence Frederick "Clarrie" Isaacs also known as Yaluritja and Ishak Mohamad Haj (9 April 1948 – 26
November 2003) was an Australian Aboriginal activist. In the early 1990s Isaacs was among a number of
activists including Michael Mansell who formed the Aboriginal Provisional Government.
Assessment Activity 18: Cultural recognition, pride,

maintenance and recovery your jurisdiction and/or regional
area
Research the activities, programs and events that support Aboriginal and/or Torres Strait Islander Australians’ cultural
recognition, pride, maintenance and recovery in your jurisdiction and/or area.
 Kullarri NAIDOC Festival- The Kullarri NAIDOC Festival is a 10-day celebration in Broome and surrounding
Aboriginal communities recognising the regions diverse Indigenous cultural heritage.
 Wardarnji Festival- Wardarnji is an aboriginal festival of dance in November that transfixes its audience with
its celebration of Australian indigenous culture
 Undalup Birak Festival (formerly known as Tribal Mix) is a festival in Busselton promoting Noongar culture
with cultural displays, activities, market stalls, workshops, music, dance and a contemporary corroboree on
the shores of Geographe bay.
 Keela Dreaming Festival is a biennial festival in the West Australian wheatbelt town of Kellerberrin featuring
Nyoongar arts and culture. The name comes from 'keela', the Nyoongar totem for the Kellerberrin region.
 Mowanjum Festival, Derby
Assessment Activity 19: What is the Aboriginal name for the

area in which you live or have lived and what language was or
is spoken?
Part 1: Undertake research
Identify your home location either now or where you grew up and name the nation on which you live. If possible also
identify the local language group, which in some cases may be the same.
 My home location now is Campbelltown, New South Wales. The local language group in Campbelltown is
The Dharawal, or Tharawal.
Part 2: ‘Welcome to Country’ and ‘Acknowledgment of Country’

You have two options for completing Part 2.
Option 1: Explain differences between ‘Welcome to Country’ and ‘Acknowledgment of Country’
5. Research why ‘Welcome to Country’ and ‘Acknowledgement of Country’ are done, how they are different and
who can undertake a ‘Welcome to Country’ compared with an ‘Acknowledgement of Country’.
6. Write a brief explanation about:
 how they differ

 who can do a ‘Welcome to Country’ and who can do ‘Acknowledgement of Country’
 comment on the significance of this protocol and why this is relevant to know.
 Welcome to Country
Welcome to Country is given by an Elder, Traditional Custodian, or recognized
spokesperson of the local Aboriginal community. It is given to open proceedings at an
event by welcoming you, your organization and visitors to Country.
The Welcome may provide a brief history or story about the land, their connection with it,
or introduce you to some local customs or landmarks. It may involve stories, dance, song,
a smoking ceremony or other activities.
 Acknowledgement of Land
An Acknowledgement of Land (or Acknowledgement of Country) serves the same
purpose as a Welcome; to introduce and recognize the land and tradition, except in the
case of an Acknowledgement, you are acknowledging Aboriginal people, Traditional
Custodians and the land, rather than welcoming people to it. And, an Acknowledgement
of Country can be given by any person, Aboriginal or non-Aboriginal.
Option 2: Present and record a ‘Welcome to Country’ or an ‘Acknowledgment of Country’
7. Research why ‘Welcome to Country’ and ‘Acknowledgement of Country’ are done, how they are different and
who can undertake a ‘Welcome to Country’ compared with an ‘Acknowledgement of Country’.
8. Record a short video of a ‘Welcome to Country’ or an ‘Acknowledgment of Country’, depending on which one is
suitable for you to undertake. Do this as a simulation of the procedure for opening a meeting in the workplace. It
should be no more than two minutes long.
You need to submit the video to your assessor by email or SMS.
Assessment Activity 22: What does this mean for me and my

community service role?
9. Identify your most important learnings from the material in ‘Section 5: The current situation for Aboriginal and/or
Torres Strait Islander Australians’ health and wellbeing - why cultural safety is critical’ of the Learner Guide?
People within the Aboriginal and Torres Strait Islander community view health from a wholesome
point i.e. not only the physical, but also the social, emotional and spiritual health of the whole
community. Another aspect is their strong bond with the land, especially that of their people. As
such, they prefer to use the term "social and emotional wellbeing" to "mental health", as this
presents a more holistic approach to health (Australian Health Ministers, 2003).
As their perception of health is different to the rest of the population, they may only utilise health
services/hospitals when their condition is severe, or their local area has limited facilities. They may
be doing so otherwise is unhelpful, due to cultural and gender differences. They may view things
such as hallucinations, negative feelings or pain as a personal/spiritual issues, rather than health
ones.
Their beliefs mean that many people in their community may have undiagnosed conditions. The
estimated life expectancy is 20 years lower than other Australians for males and 19 years for females
(Australian Health Ministers, 2004), with higher mortality rates across all age ranges, particularly
between 35 and 54 (five to six times higher than average). While they are less likely to consume
alcohol than non-Aboriginal and Torres Strait Islander people, those who do tend to drink it at
dangerous levels, according to the 2001 National Health Survey
1. What do these learnings mean for your role as a Community Service worker?
My Role as community service worker is to understand the history, socio-political climate and
culture within the specific community. In addition to placing a high priority on this learning, I
should also understand the concept of respect in aboriginal terms and apply respect in all
their dealings in the community Self-awareness of their own beliefs and assumptions is
critical if nurses are to have an effective relationship with the community.
Assessment Activity 23: What does cultural safety mean to

me?
Reflect on your discussion of these three questions in the workshop and write your personal responses here.
10. What does cultural safety mean to you personally? You may be writing this as a white Australian, a non-white
non-Indigenous Australian, or as an Aboriginal and/or Torres Strait Islander Australian, so each person’s answers
will be a little different.
 Cultural safety means an environment which is spiritually, socially and emotionally safe, as
well as physically safe for people; where there is no assault, challenge or denial of their
identity, of who they are and what they need.
2. Working with Aboriginal and/or Torres Strait Islander Australian patients or clients in health services, evaluate
what you think you should do so they feel culturally safe?
 respect their culture and their beliefs

 clear and respectful communication
 respectful treatment,
 the inclusion of family members and empowerment in decision making.
 Don't assume they are wrong because they are different
 Don't make assumptions about their beliefs and practices without asking.
3. Working with Aboriginal and/or Torres Strait Islander Australian colleagues in health services, evaluate what you
think you should do so they feel culturally safe?
 respect the rights of Aboriginal and Torres Strait Islander people to retain their cultural
heritage and interests
 Do not pass any racist comments
 Listen to them without interrupting
 respect their lifestyle choices and the things that they do differently to mainstream
civilisation.
 Use appropriate language
 Don't assume they are wrong because they are different
 Don't make assumptions about their beliefs and practices without asking.
Assessment Activity 24: Where am I at now? Reflecting on

earlier activities
11. For Activity 1 in Section 1.1 of the Learner Guide (recorded in this Student Assessment Document), you described
the stories you had learned and assumptions they led you to make about Aboriginal and/or Torres Strait Islander
Australians, and then considered whether you would change these if you learned that any of these stories and
assumptions were incorrect. Re-read your answers.
 Has this unit helped you identify any stories and assumptions you have made about Aboriginal and/or Torres
Strait Islander Australians are incorrect?
 If yes, what stories and assumptions do you need to change? If no, why is this the case?
 Yes, this unit helped me identify stories and assumptions I have made about Aboriginal
and/or Torres Strait Islander Australians are incorrect
 I used to think that aboriginal people are primitive people and only lived in remote areas. But
now after studying this unit and with my own research I have come to know that this
assumption is incorrect
4. For Activity 2 in Section 1.2 of the Learner Guide (recorded in this Student Assessment Document), you recalled
your first contact with an Aboriginal and/or Torres Strait Islander person and considered whether these
experiences shaped your current beliefs and attitudes about Aboriginal and/or Torres Strait Islander people. Re-
read your answers.
 Has this unit helped you identify any beliefs and attitudes you have held that you want to change?
 If yes, what do you need to change? If no, why is this the case?
 Yes, this unit has helped me to identify my beliefs and attitudes.

 I used to think that aboriginal people are very racist and outsiders are not welcomed to
their community. But after studying this unit and meeting the aboriginal people I have
come to know that they are not racist and are very open minded people. They are very
kind and generous people and welcome the outsiders with open heart.
5. For Activity 10 in Section 2.3 of the Learner Guide (recorded in the Learner Guide during the workshop), you
started identifying what white privilege means in your life. You did this based on your cultural identity – as a
white Australian, or for white Australians if you are an Aboriginal and/or Torres Strait Islander Australian, or for
white Australians if you are a non-Indigenous non-white Australian. Re-read the answers you wrote in your
Learner Guide during the workshop.
 Has this unit helped you to understand white privilege better?

 If yes, what do you now understand? If no, why is this the case and what else can you do to strengthen your
understanding?
 Whiteness dominates Australian social, economic, legal and political culture. It is a

powerful tool of oppression that has confronted the Aboriginal and Torres Strait Islander
population throughout the history of European colonisation and continues to do so on a
daily basis in contemporary, neoliberal Australia. There are several challenges to
addressing this racial inequality including the fact that white privilege is the dominant
discourse, the ‘norm’ within Australia society, and therefore invisible and difficult to
identify. It can also be staunchly defended by those it benefits when threatened by other
discourses.
Assessment Activity 25: Cultural protocol resources in your

area
Research your local area, region or jurisdiction to identify and engage with available resources that provide guidance on
communicating effectively and appropriately with local Aboriginal and /or Torres Strait Islander peoples. Your Unit
Facilitator may also provide you with some direction on this.
 Council of Aboriginal Reconciliation

 Australian Indigenous health services
 Commonwealth department for health
 Electronic networks allowing sharing of knowledge about Aboriginal and Torres Strait Islander people
 Language related services
 Community websites providing information about the Aboriginal and Torres Strait Islander people
 Cultural awareness services
 Office for Aboriginal and Torres Strait Islander health
 Department of Aboriginal and Torres Strait Islander website
 Australian indigenous health Information network
Assessment Activity 26: Evaluate how Aboriginal and Torres

Strait Islander people will experience you?
Reflect on your discussion of these three questions in the workshop and write your personal responses here.
12. How would you like Aboriginal and/or Torres Strait Islander people you work with to experience you?
I would like Aboriginal and/or Torres Strait Islander people I work with to experience me as:
 A non-racist open minded person who respect every culture and race.
 Very supportive and helpful
 Kind and compassionate
 Polite and well behaved
6. How would you know that this was occurring?
• I would know this was occurring by observing their body language, the way they speak to me,
their behaviour towards me.
7. If an Aboriginal and/or Torres Strait Islander patient/client shared their experience of you with one of their family
members, what do you hope they would say?
• I hope they would say that I was very kind and generous, very helpful and showed no signs of
racism or any kind of discrimination towards the person
References:
Source: Aboriginal cultural festivals - Creative Spirits, retrieved from
https://www.creativespirits.info/aboriginalculture/arts/aboriginal-cultural-festivals#western-
australia
Aborigines Protection Act | National Museum of Australia

https://www.nma.gov.au/definingmoments/resources/aborigines-protection-act
Working with Aboriginal and Torres Strait Islander Young People. (2020).
https://www.dovetail.org.au/media/1189/dovetail_gpg_4_learning-from-eachother_working-with-
aboriginal-and-torres-strait-islander-young-people.pdf
Aboriginal and Torres Strait Islanders | City of Parramatta

https://www.cityofparramatta.nsw.gov.au/livingcommunity/aboriginal-and-torres-strait-islanders
Six Indigenous Experiences in Parramatta. (2020).

https://www.discoverparramatta.com/history-heritage/six-indigenousexperiences-in-Parramatta
Stanford, L. (2020). What is the difference between a Welcome to Country & an Acknowledgement
of Land? — Blakworks Employment Solutions.
https://www.blakworks.com.au/blog/what-is-the-differencebetween-a-welcome-to-country-an-
acknowledgement-of-land
Assessor Checklist - Assessment 2 - Research / Project

CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety
For this assessment, the student must complete the written activity.
The written research activity is a stand-alone activity that will allow the student to display the
required knowledge and skills that are essential when deciding overall competency.
Student’s name:
Assessor’s name:
Has the student

satisfactorily
completed the written
Did the Student provide evidence of their ability to? activity?
Yes No

Assessment Activity 16: Activists from your jurisdiction and/or regional area
during the protection and segregation, and assimilation eras
Assessment Activity 17: Activists from your jurisdiction and/or regional area
since the early 1970s
Assessment Activity 18: Cultural recognition, pride, maintenance and
recovery your jurisdiction and/or regional area
Assessment Activity 19: What is the Aboriginal name for the area in which
you live or have lived and what language was or is spoken?
Assessment Activity 22: What does this mean for me and my community
service role?
Assessment Activity 23: What does cultural safety mean to me?
Assessment Activity 24: Where am I at now? Reflecting on earlier activities
Assessment Activity 25: Cultural protocol resources in your area
Assessment Activity 26: Evaluate how Aboriginal and Torres Strait Islander
people will experience you?
Feedback to Student:
Result  Satisfactory  Not Yet Satisfactory
Assessor’s Signature: Date:
ASSESSMENT 2 ASSESSOR’S DECISION SHEET

Qualification Code: Title CHC50215 Diploma of Community Services
Unit code and title CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander
Cultural Safety
Assessment Type Research Work/Project
Due Date
Location
Term-Year
Unit of Competency
Unit Code/Title CHCPOL003 Research and apply evidence to practice
Student Details
Student Name Student ID
Feedback to Student
RESULTS (Please Circle) Satisfactory Not Satisfactory
Assessor Details
Assessors Name
Assessor Signature
Date

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CHC52015 Diploma of Community services

Assessment 2 -Research Work/Project Work

Checklist for Conducting the Assessment 

Confidentiality of assessment outcome has been explained.

Right to appeal assessment decision has been explained to the student.

Instructions to the Students

Assessment 2 -Research Work/Project Work

Instructions to the students

Assessment Activity 11: Research your local area – Part 1

Assessment Activity 13: Research your local area – Part 2

1. What is the name of the protection act/laws in your state?

 Aboriginal cultural customs were banned, reading matter censored, relationships

 Derby Hostel- Located near 45 Loch Street, Derby

 No, none of my family members have lived near these locations

Assessment Activity 16: Activists from your jurisdiction and/or

 Yagan (1795 – 11 July 1833) was an Aboriginal Australian warrior from

 Mokare (1800 - 26 June 1831) was a Noongar Aboriginal man from the south-west

 Midgegooroo (died 22 May 1833) was an Aboriginal Australian elder of

Assessment Activity 17: Activists from your jurisdiction and/or

 Robert Charles Bropho (9 February 1930 – 24 October 2011) was

Assessment Activity 18: Cultural recognition, pride,

Assessment Activity 19: What is the Aboriginal name for the

Part 2: ‘Welcome to Country’ and ‘Acknowledgment of Country’

Option 1: Explain differences between ‘Welcome to Country’ and ‘Acknowledgment of Country’

6. Write a brief explanation about:

 how they differ

Option 2: Present and record a ‘Welcome to Country’ or an ‘Acknowledgment of Country’

You need to submit the video to your assessor by email or SMS.

Assessment Activity 22: What does this mean for me and my

critical if nurses are to have an effective relationship with the community.

Assessment Activity 23: What does cultural safety mean to

 respect their culture and their beliefs

Assessment Activity 24: Where am I at now? Reflecting on

 Yes, this unit has helped me to identify my beliefs and attitudes.

 Has this unit helped you to understand white privilege better?

 Whiteness dominates Australian social, economic, legal and political culture. It is a

Assessment Activity 25: Cultural protocol resources in your

 Council of Aboriginal Reconciliation

Assessment Activity 26: Evaluate how Aboriginal and Torres

6. How would you know that this was occurring?

Aborigines Protection Act | National Museum of Australia

Aboriginal and Torres Strait Islanders | City of Parramatta

Six Indigenous Experiences in Parramatta. (2020).

Assessor Checklist - Assessment 2 - Research / Project

Has the student

Assessment Activity 11: Research your local area – Part 1

Result  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

ASSESSMENT 2 ASSESSOR’S DECISION SHEET

RESULTS (Please Circle) Satisfactory Not Satisfactory

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