STUDENT ASSESSMENT BOOKLET – I

[THEORY TASKS]

CHCDIV001 Work with Diverse

People - Ageing

Student Name: ..........................................................................

Level 3, 4 Railway Parade Burwood, NSW, 2134

Email: info@advancecollege.edu.au
RTO Code: 45342
© 2020 Advance College. Advance College is a trading name of Australian Newtown College, RTO 45342.
Cover image © Shutterstock www.shutterstock.com
 Assessment overview
This Student Assessment Booklet-I includes Task 1 for assessment of CHCDIV001 Work with diverse
people.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required in this unit.

Assessment Task 2: Cultural research and You are to research about some cultures first and then reflect on
reflections your own experience of culture and diversity in the workplace.

Assessment Task 3: Workplace observations You are to be observed by your assessor communicating with
people from diverse social and cultural backgrounds in your
workplace, in at least three different situations.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet

At the end of this task you will find an Assessment Task Cover Sheet. Please fill it in, making sure you sign the
student declaration.
Your assessor will give you feedback and will write this on the back of the Task Cover Sheet.

Prerequisite
The prerequisite for this unit is NIL.

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 PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be
evidence that the candidate has:

 undertaken a structured process to reflect on own perspectives on diversity

 recognised and respected the needs of people from diverse social and cultural backgrounds in at least
3 different situations:

 selected and used appropriate verbal and non-verbal communication

 recognized situations where misunderstandings may arise from diversity and formed appropriate
responses

KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:

 concepts of cultural awareness, cultural safety and cultural competence and how these impact
different work roles
 concepts and definitions of diversity
 own culture and the community attitudes, language, policies and structures of that culture and how
they impact on different people and groups
 features of diversity in Australia and how this impacts different areas of work and life:

 political
 social
 economic
 cultural

 legal and ethical considerations (international, national, state/territory, local) for working with
diversity, how these impact individual workers, and the consequences of breaches:

 discrimination:

- age
- disability
- racial
- sex

 human rights:

- universal declaration of human rights

- relationship between human needs and human rights
- frameworks, approaches and instruments used in the workplace

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  rights and responsibilities of workers, employers and clients, including appropriate action when
rights are being infringed or responsibilities not being carried out

 key areas of diversity and their characteristics, including:

 culture, race, ethnicity

 disability
 religious or spiritual beliefs
 gender, including transgender
 intersex
 generational
 sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures,
including:

 social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people
 own culture, western systems and structures and how these impact on Aboriginal and/or Torres
Strait Islander people and their engagement with services
 potential needs of marginalised groups, including:

 protective factors
 physical, mental and emotional health issues/care needs
 consideration of impacts of discrimination, trauma, exclusion and negative attitudes
 resources that support individuals and organisations to embrace and respond to diversity

 language and cultural interpreters

 imagery
 influences and changing practices in Australia and their impact on the diverse communities that
make up Australian society
 impact of diversity practices and experiences on personal behaviour, interpersonal relationships,
perception and social expectations of others

For all documentation on the performance criteria and assessment requirements of the unit CHCDIV001 – Work
with diverse people, please refer to the training.gov.au website with this
link:https://training.gov.au/Training/Details/CHCDIV001.

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 ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name

Assessor Name

Unit: CHCDIV001 Work with diverse people

ASSESSMENT DETAILS

Assessment Type Written/Oral questions

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below.
Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of Yes No
assessment?

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations to be made for this Yes No
assessment? If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….

Do you understand your rights to appeal the decisions made in an Yes No

assessment?

None of this work has been completed by any other person. Yes No

I have not cheated or plagiarised the work or colluded with any other Yes No
student/s.

I have correctly referenced all resources and reference texts to complete these Yes No
assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action Yes No
may be taken against me.

STUDENT DECLARATION

I,__________________________________, certify that the statements I have attested

above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these

tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

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 ASSESSMENT TASK COVER SHEET

Result - Attempt 1 Satisfactory (S) Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK – Attempt 1 (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

(if NYS in Attempt 1)
ASSESSOR FEEDBACK – Attempt 2 (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

(if NYS in Attempt 2)

ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

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ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I

have observed the student demonstrate unit outcomes through consistent and repeated application of

skills and knowledge over a period of time and provided appropriate feedback.

Signature:

Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

Fill in the declaration below if you have received a not yet satisfactory (NYS) in all three
attempts.

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.

I have received my assessment result and I am satisfied with the given feedback for this assessment.
I am not satisfied about my result and I would like to appeal regarding my result.

Student Signature: …………………………… Date: ......... /.........../..................

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 ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must include
your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you
can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your responses).
 Access to a copy of the Universal Declaration of Human Rights.

WHEN DO I DO THIS TASK?

 You will do this task in your own time.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

Instructions to students:
Provide answers to each of the questions.

QUESTION 1

Answer the following questions.

a) In your own words explain the concepts and definition of ‘diversity’.

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b) In your own words, explain the concepts of ‘cultural awareness’. Consider the work roles in your preferred
industry and write down how an understanding of cultural awareness can be of benefit to relationships with
others in the workplace.

c) In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed in
community services.

d) List two ways in which an organisation and its staff can demonstrate cultural competence.

1.

2.

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e) In your own words, describe the concepts of ‘cultural safety’ and its impact on community service workers.

f) What ways could an organisation and its staff develop cultural competence? Provide at least three strategies.

1.

2.

3.

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QUESTION 2
a) Describe the legislative and ethical rights and responsibilities of employees, employers and clients to ensure a
culturally safe and diverse work environment and care experience. List in your answer the types of requirements
that must be adhered to.

b) What actions can a client take if they feel an organisation is being discriminatory and not taking due care to
meet their cultural needs?

QUESTION 3

Terese is an elderly lady whose family has decided to put her into care with some reluctance – the matriarch is
generally cared for by the family, but unfortunately Terese’s sons and daughters cannot manage with the high level
of care she now requires.
Terese speaks only a limited amount of English but can mostly understand what is being said to her. Her family
has always communicated to others for her, and have previously taken her to all doctor appointments, specialist
appointments and even banking and other daily needs.

a) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain which
interpreter is required in this scenario and how it will help Terese.

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b) Terese’s family has given permission that the services of an interpreter can be used. Use the Internet to locate
an interpreting/translation services provider in your own local area. (You can choose Terese’s cultural
background to locate specific translation/interpretation services.) Write down their name, address and telephone
number.

QUESTION 4
A group of aged care workers are planning a social night out. Their manager is organising dinner at a local pub,
and advises staff they are welcome to bring a friend or partner and to respond via email of their acceptance and if
they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new colleagues in
a more relaxed environment. He decides he will bring his partner of 5 years, Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that Dave will attend
too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom accepts the
new date. Two days later it changes again. He is unable to attend this time, Dave has his own work function and
Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and how much of
a good time they had. Two staff get up and leave the kitchen during this chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the direction of those
who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave going to the dinner,
and that the manager kept changing the dates with the hope that Tom would be busy, and that the rest of the staff
could still come.

a) Identify the type of legislation and types of workplace procedures that have been breached and how.

b) Explain how this situation can impact the cultural safety of the workplace.

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c) Explain how this situation can impact Tom socially and professionally. Consider in your response the impact on
his relationships with others in the workplace and his relationship with Dave.

d) Explain actions that Tom could take in this situation. Imagine that his workplace does not handle the situation
and Tom continues to be excluded. What could he do next?

QUESTION 5
a) Describe the purpose of the Universal Declaration of Human Rights.

b) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide an
example.

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c) Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What fundamental
rights has Tom been refused?

d) What are some of the frameworks, approaches and instruments used in aged care industry workplaces that relate
to human rights? List at least 3

QUESTION 6
a) List at least three effective strategies that could encourage effective communication in a situation where
there is a language barrier.

1.

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 2.

3.

b) List two strategies you could use if you were involved in a cross-cultural conflict with a work colleague and
needed to sensitively resolve it.
1.

2.

c) Describe the effectiveness of visual imagery when communicating information to diverse audiences.

d) Provide at least three examples of universal imagery or colours used within the workplace (you may draw
examples where required).

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QUESTION 7
a) Explain how diversity has impacted Australia’s ever-changing economic, employment, social, cultural and
political landscape. Write at least one paragraph for each area.

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 Economic

Employment

Social

Cultural

Political

b) Using at least one paragraphs, now write about how Australia’s diverse community has been impacted (consider
both positives and negatives) by the changing economic, employment, social, cultural and political landscape.

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 Positive aspects

Negative aspects:

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QUESTION 8
a) Key areas of diversity have been listed below. Provide answers to each question. Note: remember to be
sensitive and respectful in your definitions and responses.

Disability Provide three examples of different types of disability you may encounter in your preferred
work role/industry.

Culture Provide a definition of ‘culture’.

Ethnicity Provide a definition of ‘ethnicity’.

Religion Provide a definition and three examples of ‘religion’.

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 Spirituality Provide a definition of ‘spirituality’.

Gender Provide a definition of ‘gender’.

Transgender Provide a definition of ‘transgender’.

Intersex Provide a definition of ‘intersex’.

Lesbian Provide a definition of ‘lesbian’.

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 Gay Provide a definition of ‘gay’.

Bisexual Provide a definition of bisexual.

Heterosexual Provide a definition of ‘heterosexual’.

Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this
generation.

Provide a definition of ‘Generation X’. List two common stereotypes of this generation and
two common characteristics

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 Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation.

b) For each group, identify one way that the group’s characteristics inform how you provide care and services to
them.

Disability Choose two of the three types of disability you identified above and provide an
answer for each.

Culture

Religion and spirituality

Transgender

Lesbian, gay, bisexual

Generational: Generations X
and Y

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 Generational: Baby Boomers
and older

QUESTION 9

Martin, 58, is sitting in a conference room being interviewed for a job. It is all going well, but then one interviewer
asks how old he is, as his date of birth wasn’t indicated on his resume.
Martin refuses to give his age – he states that his age is not an indicator of whether he can do the job well, but his
work experience, knowledge and strong references should be what proves his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-year-old
female because they felt a ‘younger person with a soft approach’ would be best for the position.

a) Answer the following questions about Martin’s situation.

 What breach has the workplace committed?

 What could be the consequences of this scenario?

 What do you think would be the impact on Martin in this situation?

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 Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of her favourite
cafés for something different. As Giovanni’s guide dog is working, it is harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks them to leave.
Cathy is taken aback and asks why. The employee states that pets are not permitted inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health regulations
have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more for them.

b) Answer the following questions about Giovanni and Cathy’s situation.

 What breach has the café committed?

 What could be the legal consequences of this scenario?

 What do you think would be the impact on Giovanni and Cathy in this situation?

Umair has finished his Certificate IV in Ageing Support. He has passed all his assessments and the feedback from
his trainers has been very positive.
Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately, they do not have
any jobs available at the moment. The manager promises to let him know if any jobs are going to be advertised, as
she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his friends, he

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 decides to call the last workplace his applied to and ask why he wasn’t considered for an interview. He is put
through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about you. Yes, the manager didn’t want
to put your application through further because they thought some of our elderly clients might be unsettled by a
Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!

c) Answer the following questions about Umair’s situation.

 What breach has the workplace committed?

 What could be the consequences of this scenario?

 What do you think would be the impact on Umair in this situation?

d) Review the Universal Declaration of Human Rights and identify Article/s that are being breached in Umair’s
story.

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QUESTION 10
a) Explain why some people experience marginalisation.

b) Explain how those in marginalised groups may be impacted by trauma, discrimination, negative attitudes and
exclusion. In your response, refer to the needs of:
 people with disability
 those who are ageing
 those with mental health/emotional issues.

c) List three protective factors that can help those in marginalised groups to cope.

1.

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 3.

QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may exist when working
with:

a) Someone of an older generation.

1.

2.

3.

b) A person with a disability.

1.

2.

3.

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QUESTION 12

Research the social, political and economic issues that are affecting Aboriginal or Torres Strait Islander people and
write at least one paragraph about each issue you identify and its impact.

QUESTION 13

Explain how the Australian culture and systems and structures impact Aboriginal and/or Torres Strait Islander
people are impacted on engaging with services?

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