CHCDIV001 Task 2 Project Task

Student name: Eshrat Saberashkzari
Student number: 10149249

Attempt number: 1
ASSESSMENT GUIDE
CHCDIV001
Work with diverse people
Assessment task 2 – Project Task
1
CHCDIV001 Work with diverse people
Assessment Guide V1 September 2022
Assessment Task 2 – Project Task
Attempt number:1
COPYRIGHT INFORMATION
Disclaimer:
This resource was developed by Chisholm Institute in 2021 for the State of Victoria (Department of Education
and Training) for educational purposes, is © State of Victoria (Department of Education and Training) and is
available under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) licence.
The licence does not apply to:

• trademarks or branding, including the Victorian Government logo, the Department of Education and Training
logo and the Apprenticeship Victoria logo; and any unattributed content supplied by third parties.
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Attempt number:1
Contents
ASSESSMENT SUMMARY .............................................................................................................. 4
PREREQUISITE REQUIREMENTS ............................................................................................ 4
ASSESSMENT INFORMATION ....................................................................................................... 5
COMPETENCY REQUIREMENTS .............................................................................................. 5
DUE DATES, EXTENSIONS OR MISSED ASSESSMENTS .................................................. 5
RE-ASSESSMENT ......................................................................................................................... 5
ASSESSMENT APPEALS ............................................................................................................ 5
SAFETY REQUIREMENTS .......................................................................................................... 6
CHCDIV001 ASSESSMENT TASK 2: REPORT ........................................................................... 7
STUDENT INSTRUCTIONS ......................................................................................................... 7
TASK DESCRIPTION .................................................................................................................... 7
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ASSESSMENT SUMMARY
The assessments listed will be used to collect evidence of your knowledge and skills.
Assessment tasks Assessment number
CHCDIV001 ASSESSMENT TASK 2: Project 2 / 3 Assessment tasks
PREREQUISITE REQUIREMENTS
Any prerequisite units which must be completed before commencing this unit are listed
below.
If you have any concerns, please contact your assessor.
Unit code Unit title
Not applicable There are no pre-requisites for this unit
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ASSESSMENT INFORMATION
COMPETENCY REQUIREMENTS
Please read all assessment instructions to ensure you fully understand the
requirements.
To be judged as competent by your assessor in the unit you must successfully meet the
requirements specified in all assessments.
You need to demonstrate you can perform the tasks or answer the questions in each
assessment:
 as described
 to the standard required by industry/workplace and
 in the time allocated.
If you have difficulty with the assessment terms, the steps to follow or you need further
information, please speak to your Assessor prior to commencing the assessment.
DUE DATES, EXTENSIONS OR MISSED ASSESSMENTS

You must submit your assessments on or before the due date. If you are unable to do this,
contact your assessor prior to the due date to request an extension. Requests will be
considered in accordance with the relevant business area’s guidelines.
If you miss an assessment or are unable to attend on the scheduled date, contact your
assessor to discuss your options.
RE-ASSESSMENT
If you do not meet requirements and need to provide further evidence of your skills and
knowledge to complete an assessment, the Assessor will work with you to create a plan to
be re-assessed. Arrangements will be made on an individual basis to ensure the process is
valid, fair and reliable.
Note, there is a limit on the number of times an assessment can be attempted before you
will be required to re-enrol.
ASSESSMENT APPEALS
If you are dissatisfied with the outcome of your assessment:
Step 1: Discuss your concerns with the assessor (verbally or in writing) to try to
resolve the matter
Step 2: If a resolution cannot be found, discuss your concerns with the Program co-
ordinator
Step 3: If the issue is still not resolved, you may request a Formal Review. You can
apply for a formal review of assessment on the application form located on the Box Hill
Institute Website.
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SAFETY REQUIREMENTS
The Assessor is responsible for the safety and welfare of all students during assessment.
 You must take all reasonable steps and follow directions given to ensure your own
safety and the safety of others.
 You must wear and use any personal protective equipment (PPE) specified for a
task.
 Prior to commencing an assessment, the Assessor must brief you on safety
requirements and responsibilities.
 If you are observed attempting to carry out any step or undertake any actions in an
unsafe or dangerous way which may harm yourself or others, the assessment will
be immediately stopped. You will be required to resit the assessment.
 Please refer to the Learner and Assessment Guide for specific safety information for
this unit.
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CHCDIV001 ASSESSMENT TASK 2: PROJECT
STUDENT INSTRUCTIONS
This assessment provides an opportunity for you to demonstrate your knowledge of working
with diverse people.
TASK DESCRIPTION
You are required to research and write a report on points 1 to 5 listed below ensuring you
address all sub points.
The report may be written in a Word Document or a Power Point presentation and must be
submitted to Studentweb for assessment. You must also submit a reference list of all
sources of information used to complete your report to Studetnweb. You may use text
books, classroom notes, online resources and placement experience to respond to the
questions.
Please seek clarification from your Assessor is any part of this assessment criteria is
unclear.
1. Access the Universal Declaration of Human Rights here and Maslow’s Hierarchy of
Needs then explain:
a) The Universal Declaration of Human Rights.
b) The relationship between Maslow’s Hierarchy of needs and the Universal
Declaration of Human Rights.
c) How the Universal Declaration of Human Rights influences you as an
educator.
2. Access and read the following Acts:

a) Racial Discrimination Act 1975
b) Age Discrimination Act 2004
c) Disability Act 2006
d) Sex Discrimination Act 1984
Then, for each Act explain how it:
a) Protects and supports people in the workplace
b) Influences your workplace conduct and behaviours
3. Access and review the Early Childhood Australia -Code of ethics from ECA-COE-
Brochure-web-2019.pdf (earlychildhoodaustralia.org.au) (earlychildhoodaustralia.org.au)
and explain its purpose
4. Communities living in remote rural areas may be categorised as marginalised due to

their isolation from the wider community. Due to the remote locations of these
communities, people can feel excluded and isolated from the wider communities.
a) Identify three potential issues people in remote communities face
b) Explain the impacts on these people if they don’t have access to Health
services, shopping centres, public transport, employment and training
opportunities
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5. Culturally and linguistically diverse (CALD) groups in Australia include migrants,
asylum seekers, and refugees. In relation to working with CALD families answer the
following:
a) Research and explain why CALD families are more likely to experience
mental and emotional health challenges
b) Identify two (2) strategies that you could use to ensure you are contributing
to a safe environment for children and their families
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Unit code and CHCDIV001 Work with diverse people

title
Assessment Independently off campus Assessment

4.5 hours
location duration
Type of assessment ☐ LMS ☒ Paper based ☐ Combination

Under assessor supervision ☐ Yes ☒ No
Assessment Access to learning materials ☒ Yes ☐ No
mode, context Environment ☐ Simulated workplace  Real
and conditions Workplace
☒ Other (describe) study area
Type of question ☒ Written
To achieve a satisfactory result you must address all components in

your report as described in the criteria.
Requirements
for successful
If further evidence is required you will be provided with feedback,
completion
detailing the further evidence required to demonstrate competence.
Studentweb
 Computer/device with access to the internet
 Access to the unit in your LMS
Resources
 Access to workplace policies and procedures
 Access to all Acts listed
Submitting Studentweb
your Please check your work and submit to the Studentweb shell
assessment
 During the completion of this task you must ensure you

Safety consider your own health and safety including ergonomics of
Requirements your workstation.
You may access reasonable adjustment to enable you to participate in

training and assessment. You can learn more about this through the Student
disability policy and procedure on the Box Hill Institute website or by calling
Student Life on 9286 9891, SMS on 0429 680 488 or by emailing the
Reasonable Disability liaison service on dls@boxhill.edu.au or by calling into the Student
Adjustment Life office at Elgar campus in E3.224.
 You can contact Access and Disability Support at CAE city campus
on 8892 1612 or email dls@cae.edu.au or calling into the Student
Life office at the city campus in B.202
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Report item criteria or requirements for successful completion – Research S NS

the following and provide responses for each dot point
R1. Access the Universal Declaration of Human Rights from S NS

https://humanrights.gov.au/our-work/what-universal-declaration-human-
rights And Maslow’s Hierarchy of Needs, then:
R1a) Explain what the Universal Declaration of Human Rights is.
The Universal Declaration of Human Rights (UDHR) is an international document

that enshrines the rights and freedoms of all human beings. It was adopted by the
United Nations General Assembly in 1948 as a common standard of achievement
for all peoples and all nations. It consists of 30 articles explaining the fundamental
and basic rights of an individual. It was the first-time countries agreed on the
freedoms and rights that deserve universal protection. It is considered the first
step for the establishment of the International Bill of Human Rights.
R1b) Explain the relationship between Maslow’s Hierarchy of needs and the
Universal Declaration of Human Rights.
There are many similarities and parallels between Maslow’s Hierarchy of Needs
and the Universal Declaration of Human Rights (UDHR). For example, Article 25
of the UDHR states that everyone is entitled to the right of adequate food, housing
and clothing, and medical care. This matches with Maslow’s physiological need.
Another Maslow’s Hierarchy of Needs is safety needs(safety-security-healthy)

The Universal Declaration of Human Rights, Article 3, states that “everyone has
the right to life, liberty, and security of person. Article 17, states that everyone has
the right to own property which can’t be arbitrarily taken away. Article 23 deals
with the rights to work and having free choice of employment, as well as equal
pay for equal work and right to form unions.
Maslow’s Hierarchy of Needs belongingness and love needs(relationship,
intimacy, friends, family)
The Universal Declaration of Human Rights provides for friendship, family, and
sexual intimacy via instituting equal rights under the law, Articles 6 and 7; via
protection from “arbitrary interference”, Article 12; and via right to a nationality,
Article 15
Maslow defines Esteem as self-esteem, confidence, achievement, respect of

others, and respect by others. While many of the Articles of The Universal
Declaration of Human Rights discussed so far are necessary for Esteem, a few
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address this need by providing for educational opportunities. Article 26 covers the
human right to education.
The top of the Maslow’s Pyramid is composed of self-actualization defined by

morality, creativity, spontaneity, problem solving, lack of prejudice, and
acceptance of facts. Access to education clearly plays a huge role in self-
actualization. But The Universal Declaration of Human Rights goes even farther.
Article 27 provides for the right “to freely participate in the cultural life of the
community, to enjoy the arts and to share in scientific advancement and its
benefits”; as well as the right to “the protection of the moral and material interests
resulting from any scientific, literary or artistic production of which he is the
author.” This is an amazing clause of The Universal Declaration of Human Rights.
Article 28 stipulates a world where all of the rights outlined in The Universal
Declaration of Human Rights are possible: “everyone is entitled to a social and
international order in which the rights and freedoms set forth in this Declaration
can be fully realized.”
And finally, Article 29 outlines the duties of individuals to their communities.
R1c) Explain how the Universal Declaration of Human Rights influence you as an
educator.
Article 26 of the Universal Declaration of Human Rights states that everyone has
a right to education. In incorporating the human rights into our curriculum, we can
role model and teach children about inclusion (treating everyone with respect),
self-awareness, and that all children have the right to participate and reach their
full potential.
R2. Access and read the following Acts:

 2.1 Racial Discrimination Act 1975
 2.2 Age Discrimination Act 2004
 2.3 Disability Act 2006
 2.4 Sex Discrimination Act 1984
Then explain how each Act:
2a) protects and supports people in the workplace
2b) influences your workplace conduct and behaviours
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Attempt number:1
2.1 Racial Discrimination Act 1975

a) This act can protect and supports people in workplace by:
The Racial Discrimination Act 1975 makes it illegal to discriminate against
individuals based on their race, colour, descent, or national or ethnic origin in
various areas, including employment.
Promotion of Equal Employment Opportunities
Protection from Harassment and Vilification
The Act provides individuals who believe they have experienced racial
discrimination or harassment in the workplace with legal recourse.
b) influences my workplace conduct and behaviours:

The Racial Discrimination Act underscores the importance of inclusivity. As an
educator, I am responsible for fostering an inclusive environment where children
of all racial backgrounds, as well as their families, are welcomed and treated
equitably.
I play an important role in modelling appropriate behaviour for the children in my
care. By treating everyone with respect, regardless of their racial background.
As an educator, I should incorporate anti-discrimination and inclusivity education
into my curriculum and interactions with children.
2.2 Age Discrimination Act 2004

Prohibition of Age Discrimination
Support for Older Workers
Legal Redress
Promotion of Equal Employment Opportunities
Fair Retirement Practices
The Age Discrimination Act should guide my behaviour that I do not discriminate
against my colleagues, parents, or any individuals associated in my service based
on age. This includes treating older and younger individuals with respect and
fairness.
The Act promotes inclusive practices This includes acknowledging and respecting
the diverse backgrounds and experiences of older and younger parents and
guardians.
I can advocate for age-inclusive policies and practices within my workplace.
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Attempt number:1
2.3 Disability Act 2006

The Disability Discrimination Act 2006 makes it unlawful to discriminate against
individuals based on their disability in various areas, including employment.
Employers are required to make reasonable adjustments to accommodate the

needs of employees with disabilities, ensuring that they have equal access to
employment opportunities, training, and advancement. This may include
modifications to the workplace, flexible work arrangements, or providing assistive
devices.
The Act encourages employers to provide equal employment opportunities to
individuals with disabilities.
Individuals who believe they have experienced disability discrimination in the
workplace have legal recourse.

The Disability Discrimination Act emphasizes the importance of inclusive
practices. As an educator, I am responsible for creating an inclusive environment
where all children, including those with disabilities, are welcomed and treated
equitably.
As an educator, I should incorporate anti-discrimination and inclusion education
into your curriculum and interactions with children. Teaching values of respect,
empathy, and inclusion helps create a foundation for young learners to
understand and appreciate differences, including disability.
I play a vital role in modelling appropriate behaviour for the children in my care. By
treating all children and their families with respect, including those with disabilities
2.4 Sex Discrimination Act 1984

The Sex Discrimination Act makes it illegal to discriminate against individuals
based on their sex, gender, marital status, or family responsibilities in various
areas, including employment. Employers cannot treat employees or job applicants
unfairly due to their sex or family situation.
The Act offers protection from sexual harassment in the workplace. This ensures
that employees have the right to work in an environment free from unwelcome
sexual advances, offensive behaviour, and hostile work environments.
The Act ensures that individuals do not face discrimination due to pregnancy or
parental responsibilities.
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Attempt number:1
The Act offers protection from sexual harassment in the workplace. This ensures
that employees have the right to work in an environment free from unwelcome
sexual advances, offensive behaviour, and hostile work environments.
The Sex Discrimination Act underscores the importance of gender-neutral and

inclusive practices. As an educator, you should ensure that my classroom
environment is free from gender stereotypes and promotes equal
opportunities for all children, regardless of their gender.
As an educator, I play a crucial role in modelling appropriate behaviour for the
children in your care. Treat all children and their families with respect,
regardless of their gender, marital status, or family structure.
Stay informed about the Sex Discrimination Act and related guidelines. Consider
participating in training or professional development opportunities related to
gender equality, inclusion, and anti-discrimination practices to enhance my
ability to create an inclusive and supportive environment.
R3. Access and review the United Nations Convention on the rights of the
child
R3 Review the Early Childhood Australia Code of Ethics and explain its purpose.
Explain how the Code of Ethics relates to the United Nations Convention on the
Rights of the Child.
The core principles of the Early childhood Australia Code of Ethics are:
. Each child has unique interests and strengths and the capacity to contribute to
their communities.
. Children are citizens from birth with civil, cultural, linguistic, social, and economic
rights.
. Effective learning and teaching is characterised by professional decisions that
draw on specialised knowledge and multiple perspectives.
. Partnerships with families and communities support shared responsibility for
children’s learning, development, and wellbeing.
. Democratic, fair, and inclusive practices promote equity and a strong sense of
belonging.
. Respectful, responsive, and reciprocal relationships are central to children’s
education and care.
. Play and leisure are essential for children’s learning, development, and
wellbeing.
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. Research, inquiry, and practice-based evidence inform quality education and

care.
The UNCRC is an international treaty that outlines the rights of children, and the
ECA Code of Ethics aligns with several articles of the UNCRC:
Article 2
The Convention applies to everyone whatever their race, religion, abilities,
whatever they think or say, whatever type of family they come from
Article 3
All organisations concerned with children should work towards what is best for
each child.
Article 6
Children have the right to live a full life. Governments should ensure that children
survive and develop healthily.
Article 12
Children have the right to say what they think should happen when adults are
making decisions that affect them and to have their opinions taken into account.
Article 31
Children have the right to relax, play and to join in a wide range of leisure
activities.
R4. Communities living in remote rural areas may be categorised as

marginalised due to their isolation from the wider community. Due to
the remote locations of these communities, people can feel excluded
and isolated from the wider communities.
4a) Identify three (3) potential issues people in remote communities may face
1) Limited Access to Health services: Many remote communities struggle with
limited access to healthcare facilities and medical professionals.
2) Lack of Convenient Shopping Centres: Remote communities often lack well-
stocked shopping centres.
3) Limited Employment and Training Opportunities: Remote areas may have
fewer job opportunities, and residents might face challenges in accessing training
and educational programs.
4b) Explain the impacts on these people if they don’t have access to Health
services, shopping centres, public transport, employment and training
opportunities
Health Services: Without proper access to healthcare, individuals may experience

worsened health conditions, higher mortality rates, a reduced quality of life,
and preventable illnesses and conditions may go untreated.
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Shopping Centres: Limited access to shopping centres can result in higher
living costs, as residents may need to travel long distances to purchase
essential goods. This can lead to financial strain, reduced access to fresh
and affordable food, and a lower quality of life.
Public Transport: In remote areas with inadequate public transport, residents
may face difficulties commuting to work, accessing services, and participating
in community activities.
Employment and Training Opportunities: Limited job opportunities and training
options can result in higher unemployment rates, economic stagnation, and a
reduced sense of purpose and self-esteem among residents.
4c) Give suggestions on how the issues identified in 4b could be resolved.
Health Services:
Offer incentives to healthcare professionals to work in remote areas.
Implement telemedicine and mobile healthcare units to provide remote
communities with essential healthcare services.
Shopping Centres:
Develop online ordering and delivery services for essential goods.
Support local entrepreneurship and co-operatives to create small, community-
based stores.
Public Transport:
Invest in community-based transportation services like shared vans or buses.
Advocate for government funding to improve roads and infrastructure for better
access to public transportation. Promote carpooling and ridesharing within
the community.
Employment and Training Opportunities:

Support remote work opportunities and telecommuting for jobs that can be done
remotely.
Create local training and education programs tailored to the needs of the
community.
Facilitate partnerships with nearby regions for job placement and skills
development.
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Attempt number:1
R5. Culturally and linguistically diverse (CALD) groups in Australia include

migrants, asylum seekers, and refugees. In relation to working with CALD
families answer the following:
5a) Research and explain why CALD families are more likely to experience
mental and emotional health challenges
Some key reasons why CALD families may be more vulnerable to mental and
emotional health issues are:
. The effects of conflict, torture and trauma and the migration or refugee journey
itself.
. They are twice as likely to have post-traumatic stress disorder and other mental
health issues compared to Australian-born residents.
. Culture shock – the challenge of adjusting to a society with different social
structures.
. The stresses associated with organising housing, health care, schooling and
other services.
.Language Barriers: Language barriers can be a significant source of stress.
5b) Identify two (2) strategies that you could use to ensure you are contributing
to a safe environment for CALD children and their families.
Inclusive Curriculum:
Develop a curriculum that reflects the diversity of our children's backgrounds.
Incorporate multicultural and multilingual elements into our teaching materials and
activities.
Language Support:
Provide multilingual materials, if possible, to help bridge language barriers.
Use simple and clear language when communicating and be patient in
understanding and responding to families who may need extra time to
express themselves.
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Student name: Eshrat Saberashkzari

Student number: 10149249

Assessment task 2 – Project Task

The licence does not apply to:

Assessment tasks Assessment number

CHCDIV001 ASSESSMENT TASK 2: Project 2 / 3 Assessment tasks

Not applicable There are no pre-requisites for this unit

DUE DATES, EXTENSIONS OR MISSED ASSESSMENTS

2. Access and read the following Acts:

4. Communities living in remote rural areas may be categorised as marginalised due to

CHCDIV001 ASSESSMENT TASK 2: PROJECT

Unit code and CHCDIV001 Work with diverse people

Assessment Independently off campus Assessment

Type of assessment ☐ LMS ☒ Paper based ☐ Combination

To achieve a satisfactory result you must address all components in

 During the completion of this task you must ensure you

You may access reasonable adjustment to enable you to participate in

CHCDIV001 ASSESSMENT TASK 2: PROJECT

Report item criteria or requirements for successful completion – Research S NS

R1. Access the Universal Declaration of Human Rights from S NS

R1a) Explain what the Universal Declaration of Human Rights is.

The Universal Declaration of Human Rights (UDHR) is an international document

Another Maslow’s Hierarchy of Needs is safety needs(safety-security-healthy)

Maslow defines Esteem as self-esteem, confidence, achievement, respect of

The top of the Maslow’s Pyramid is composed of self-actualization defined by

And finally, Article 29 outlines the duties of individuals to their communities.

R2. Access and read the following Acts:

2.1 Racial Discrimination Act 1975

b) influences my workplace conduct and behaviours:

2.2 Age Discrimination Act 2004

b) influences my workplace conduct and behaviours:

2.3 Disability Act 2006

Employers are required to make reasonable adjustments to accommodate the

b) influences my workplace conduct and behaviours:

2.4 Sex Discrimination Act 1984

b) influences my workplace conduct and behaviours:

The Sex Discrimination Act underscores the importance of gender-neutral and

. Research, inquiry, and practice-based evidence inform quality education and

R4. Communities living in remote rural areas may be categorised as

Health Services: Without proper access to healthcare, individuals may experience

4c) Give suggestions on how the issues identified in 4b could be resolved.

Employment and Training Opportunities:

R5. Culturally and linguistically diverse (CALD) groups in Australia include

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