Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code
Course name
Unit code CHCDIV001
Unit name Work with diverse people
Assessment Submission Method
? By hand to trainer/assessor
? By email to trainer/assessor
? Online submission via Learning Management System (LMS)
? By Australia Post to
RTO ? Any other method
_________________________________________________
(Please mention here)
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: _______________________
Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au Web: www.hammond.edu.au Phone: 1800 788 399
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assess ment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Case Studies S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 4
Work placement task S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 5
Work placement observation S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed
Trainer/Assessor Signature
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
What the student can expect to learn by studying this unit of competency
• Reflect on own perspectives
• Appreciate diversity and inclusiveness, and their benefits
• Communicate with people from diverse backgrounds and situations
• Promote understanding across diverse groups
Training and assessment resources required for this unit of competency
The student will have access to the following:
• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
The resources required for these assessment tasks also included:
• Access to a computer, the Internet and word-processing system such as MS Word.
• Codes of practice and standards issued by government regulators or industry groups
• Access to individualised plans and any equipment outlined in the plan
• Recognised assessment and planning tools
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/CHCDIV001
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-
English
Speaking
Background • Speaking
• Reading
• Writing • Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
•
Indigenous • Knowledge and understanding
• Flexibility
• Services • Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background • Limited study
skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
•
Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 1 – Unit Knowledge Test (UKT)
Assessment type
• Written Questions
Assessment task description
• This is the first unit assessment task you must successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised of seventeen (17) written Questions
• You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
• You must answer all questions to the required level, e.g. select the appropriate number of choices and correct answers.
• You must respond to all questions and submit them to your Assessor.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
• You must answer the questions in your own words. (Answer copied directly from text books/internet or other sources are not accepted).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this assessment task.
Purpose of the assessment
• The purpose of this assessment task is to demonstrate essential knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
General Instructions for answering written questions:
• Complete a written assessment consisting of a series of seventeen (17) written questions.
• You will be required to correctly answer 100% of these questions.
• Do not start answering questions without understanding what is required from you. Reading the question carefully and critically analyze it a few seconds will help you to identify what is really needed.
• Answer the questions in the space provided on the answer sheet
• Use a black or blue ballpoint pen.
How your assessor will assess your work?
• This assessment task requires the student to answer (17) written Questions
• Answers must demonstrate the student’s understanding and knowledge of the unit.
Assessment Task 1
Written Questions:
1.Define the following terms in 100 -200 words:
a) Culture
b) Diversity
c) Human Rights
d) Cultural identity
e) Ethnicity
F) Race
g) Marginalized community
2. List at least three (3) each internal and external factor that contribute to the formation of the culture?
3. List any three (3) legislations relevant to issues surrounding cultural differences?
4. Is it necessary to value and respect the cultural identity and cultural difference of your clients and colleagues?
Mention any two (2) reasons.
5.Describe briefly the following given below discrimination legislation in 100 words?
a. Age Discrimination Act 2004
b. Disability Discrimination Act 1992
c. Racial Discrimination Act 1975
d. Sex Discrimination Act 1984
6. A. When was the Universal declaration of human rights was adopted?
B What rights do people have under the Universal declaration of human rights that affect disability support services? Mention any five (5) rights.
C. How do Universal declaration of human rights affect individual workers? Answer in 50-100 words.
D. Describe the relationship between human needs and human rights? Answer in 50-100 words.
7. State any two (2) methods used to review and modify work practices in a workplace for the workers with different languages?
8.A. Why is it necessary to overcome any language and cultural barriers when working with clients? List any two (2) reasons:
B. Write any five (5) strategies that can be implemented to manage language barriers when you are working with an aged care clients or disabled clients from different cultural background?
C. List any three (3) indications where language interpreter is required in working Environment?
D. Name any two (2) people who can help when professional interpreter is unavailable?
9.List any three (3) ways to maintain respect for cultural differences when communicating with clients and their family?
10. A. List any three (3) known causes of discrimination in a disability support or aged care environment?
B. Write four (4) strategies that can be implemented to eliminate discrimination from the workplace?
11. List at least five (5) factors/areas of cultural differences that influence work practices.
12. Mention Four (4) verbal communication techniques that will help us to develop trust and understanding with the clients at workplace?
13 List any five (5) nonverbal communication strategies that can be implemented to deal with clients from different cultures?
15 A. Mention any two (2) cultural influences and/or changing cultural practices that have occurred in Australia?
Hint: Consider their impact on diverse communities that make up Australian Society.
16. The following table list substandard treatment that could be found in an aged or disability care environment. Provide at least three (3) examples of how people from different cultures can be treated unfairly.
Substandard treatment Examples
1. Inappropriate food as per cultural needs
2.Disrespecting cultural views about gender
3.Ignoring client’s complaints with language barrier
4.Exclusion of people because they are
Belong to marginalised communities
5. Misconduct with the staff member about cultural difference
6.No opportunity for resident to practice religion
17.Discuss the social, political and economic issues affecting Aboriginal and Torres Strait Island people? (Write in 100-200 words)
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details
Unit code CHCDIV001
Unit name Work with diverse people
Outcome of Unit
Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC) UAT 2 –Case Studies
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-
English
Speaking
Background • Speaking
• Reading
• Writing • Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
•
Indigenous • Knowledge and understanding
• Flexibility
• Services • Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background • Limited study
skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
•
Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a text book in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Assessment Task 2 – Case Studies
Assessment type
• Case Studies
Assessment task description
• This is the second unit assessment task you must successfully complete to be deemed competent in this unit of competency.
• Student is required to read seven (7) case studies and answer the questions related to case studies.
• You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
• You must attempt all case studies and answer the questions related to the client given in the case studies to be deemed satisfactory in this task
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
• You must answer the questions in your own words. (Answer copied directly from text books/internet or other sources are not accepted).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must complete the task with your trainer and other classmates.
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your assessor.
• Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this assessment task.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities to:
• Apply knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
• Provide real life scenarios to practice and used the knowledge to be implemented at workplace setting.
• Use reflection to support own ability to work inclusively and with understanding of others
• Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness
• Use work practices that make environments safe for all
• Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence
• Identify issues that may cause communication misunderstandings or other difficulties • Address any difficulties with appropriate people and seek Helpance when required
How your assessor will assess your work?
• This assessment task requires the student to attempt seven (7) case studies followed by written questions
• Answers must demonstrate the student’s understanding and skills of the unit.
Instructions to Students
• Read the case study and answer the written questions.
• Attempt all the written questions followed by case studies.
• Answer must be provided in the space provided
Assessment task 2
Case Study 1: Mark
You are working in a disability support facility as disability support worker. As a part of your duties, you Help residents/clients daily with their breakfast. Mark one of the resident is not happy at the breakfast table. You notice that he is quite angry on your new colleague. You approached Mark’ table and saw bacon on Mark plate. Mark is Jewish by religion. It’s clearly written on Mark care plan that he does not eat pork as per his religious needs. Mark is very strict about his religion and religious practices which he follows at the facility.
Answer the following questions:
1.Select from the following answers, how does the scenarios represent Mark situation:
Mark was angry as his cultural and religious needs are not satisfied.
Mark always felt joyful
Mark was feeling happy
Mark started ignoring his culture he liked the most
2. As a -Disability support worker- for Mark, list any three (3) effective strategies that you can Implement to sort the misunderstanding between staff and Mr Mark?
3. When updating the new staff about Mark’s cultural and religious needs, what you should consider. Select the correct answer:
Maintain privacy, confidentiality and dignity of the client.
Always check that the dietary charts are updated as per care plan.
Education session on addressing residents needs
Follow organisational policies and procedures to report the incident.
All the above
4. List any one (1) suggestions that incident should not happen to Mark in future?
5. What are three (3) work practices that are considered to be culturally appropriate at workplace?
Case study 2: Ms. Darlo Chao
Ms. Darlo Chao is a Chinese national. She wants to complain about a care worker because of few recent incidents. She is not able to communicate with the staff on duty because of her limited command on English. The Nurse on duty has asked her to engage an interpreter to ensure that all details relating to the incidents were accurately recorded. The client refused the offer of an interpreter because she thought that she would be charged for this service. The Nurse, not knowing why the client was refusing an interpreter, asked the woman to wait and called an interpreter on the telephone. After a brief conversation with the interpreter, the Nurse understood why the offer of an interpreter had been refused and was able to assure the client that she would not have to pay for the interpreter. With the help of the interpreter, the client was able to record all incidents and the Nurse on duty was able to collect the necessary information to investigate the incident further.
Q1: What is the main issue of the resident as per the case study? Answer in 15-20 words.
Q2: What strategy as per the case study helped the resident communicating the incidents? Mention any one (1) strategy.
Q3: List any two (2) reasons why you will not use a family member as an interpreter for Ms. Darlo?
Case Study 3: Mr Summeral
Summeral is an old aboriginal man in his seventies with Alzheimer’s disease. He has been recently admitted to a respite care centre because of the death of his wife, who was his primary carer. Summeral’s friend expressed his concern to the caretakers that he has never been out of aboriginal community. You have also noticed that Summeral is frightened and visibly shaking. Sensing the distress this experience is causing both Summeral and his friend, you as a coordinator calls in a carer who has an aboriginal background to talk to Summeral and his friend about what Summeral’s stay will be like. The carer also helps identify Summeral’s needs and explains how the centre will provide care. You as a coordinator also asks Summeral if he would like to meet another Indigenous man who is also at the centre. Once Summeral’s friend learns there are Indigenous people at the centre he is much more relaxed. As a group, they discuss how Summeral’s need for family and cultural contact can be met, and the kind of activities he can participate in to make his stay in the centre more enjoyable.
Q1: List any two (2) physical, mental and health care needs for Summeral as per the case study?
Q2: Write down any two (2) situations where Sumemral may feel isolated, exclusion or negative attitude from other residents?
Q3: What is the immediate trauma to Mr Summeral as per the case study? Mention any one (1) immediate trauma.
Q4: What strategies you would use or implement to ensure a smooth transition of Mr. Summeral into respite care facility?
Mrs Shana is a new disability support worker who joined the team of the floral facility. She is Muslim and wears a scarf as a religious practice. You (male disability support worker) tried to introduce yourself several times to Mrs Shana during lunch time and tea breaks. You also offered handshake few times but Mrs Shana has always ignored your initiatives and maintained distanced. You have never worked with anyone like Mrs Shana before even you had a number of other Muslim coworkers.
Q1: What are the religious and/or cultural practices Mrs Shana is performing as per her gender? Mention any two (2) religious and/or cultural practices.
Q3: Write down any four (4) ways to make Mrs Shana feel comfortable and safe at the facility?
Case study 5: Ann
Ann was living at home had a worker Helping her to shower because her partner Mary was no longer able to help her. Last week the worker asked if they were lesbians. Mary denied that they were because she was concerned that Ann would receive a lesser standard of care. However, one morning the care worker noticed they had both been sleeping in the double bed. The care worker refused to touch Ann in the shower. Mary was concerned because Ann needed a lot of Helpance and she couldn’t understand why the care worker wouldn’t help. Ann was confused and distressed and Mary thought about ringing the service provider to make a report, but she didn’t know what she should say.
Reference: Australian Dementia Research: Current Status, Future Directions? June 2008
Q1: Explain in 15-20 words how the care worker is breaching human rights of Ann and Mary?
Case study 6: Mrs. Maria
Mrs. Maria is 85 years old in relation with his nephew, John who is only 45 years old. John is Maria’s only caretaker who was looking after her from last 20 years. Maria recently joined your care facility due to deteriorating health.
Q1: How you make sure that you provide respect and protecting environment to Mrs. Maria?
Q2: What biases Mrs. Maria may experience at the care facility?
Q2: How would you involve children to support mother’s health and well-being?
Unit Assessment Result Sheet (UARS)
Assessment Task 2 –Case Studies Student and Trainer/Assessor Details
Unit code CHCDIV001
Unit name Work with diverse people
Outcome of Unit
Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC) UAT 3 – Project
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-
English
Speaking
Background • Speaking
• Reading
• Writing • Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
•
Indigenous • Knowledge and understanding
• Flexibility
• Services • Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background • Limited study
skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
•
Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• provision of information or course materials in accessible format, e.g. a text book in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 3 – Project
Assessment type:
• Part A: Write a reflective journal/log
• Part B: Write a reflective journals/log
• Part C: Presentation
Assessment task description:
• This is the third (3) unit assessment task that student must successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a project.
• Student is required to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C.
• Student must attempt all criteria to the required level.
• Student must prepare presentation by following all given instructions, for the trainer/assessor to assess competency in this assessment task.
Applicable conditions:
• Student may use computers and laptops for the presentation.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this assessment task.
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to RTO Staff Handbook.
Location:
• This assessment task may be completed in a workplace learning environment or classroom settings.
• Trainer/Assessor will provide student further information regarding the submission of completing this assessment task
• Trainer/Assessor will provide student further information regarding the location of completing this assessment task.
General Instructions for attempting the skills test:
• Student must correctly attempt all activities of this assessment task.
• Student is required to student to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C
• Answers must demonstrate an understanding and application of relevant concepts and critical thinking.
• Student must concise to the point and present the topic according to the given criteria to and do not provide irrelevant information.
• Student must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• Assessor should not accept answers copied directly from texts, paraphrased or summarized information without acknowledgement of the source.
How trainer/assessor will assess the work?
• Student is required to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Part A: Reflective journal/log: Own social and cultural practices
Student must write a reflective journal/log about their culture and jot down own social and cultural perspectives and biases, in 500-800 words:
Reflective journal/log must provide information to address the following criteria:
• Main cultural values, norms and practices
• Religion and religious practices
• Food including dietary specifications
• Celebration or events: flags, festivals
• Family structures and relationships
• Spoken languages
• Health care and health issues
• Recognition of cultural influences of Australian practices on your cultural values
• Effect of changes due to migration to Australia
Part B: Reflective journal/log: Recognized and respected social and cultural practices
Provide any three (3) examples of where you have recognized and respected the needs of people from diverse social and cultural backgrounds. Culture backgrounds can include things such as religion, disability, gender (transgender, intersex, sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual), Indigenous cultures, race and ethnicity. Include how you identified their cultural needs and what you did to ensure their cultural needs were respected. Each example should contain 150-200 words.
Part C: Prepare and deliver presentation on the given topic:
Australian’s Aboriginal and/or Torres strait islander cultures:
Student must research using books, on the internet, with other Education and Care Services in the area with similar cultural groups, within the community services and community groups.
Presentation must provide information to address the following criteria.
• Australian’s Aboriginal and/or Torres strait islander own cultures
• Aboriginal Culture brief history
• Growth and development
• Values, norms, ethics and standards
• Aboriginal arts
• Social, political and economic issues affecting Aboriginal and/or Torres Strait Islander
• Impact western systems and structures on Aboriginal and/or Torres Strait Islander
• and their engagement with services
Instructions to the student
• Student need to prepare at least 10 to 15 power point slides.
• Student presentation time is 7-10 minutes.
• Student presentation should be delivered in front of your trainer/assessor and other students.
• Presentation Text size:
• You can use any font style provided the text must be clearly readable from the back of the room.
• Student can use graphics and pictures to illustrate and enhance the message.
Observation Checklist- Trainer/ Assessor to complete:
Student Name
Observer Name
Unit of Competency CHCDIV001 – Work with diverse people
Name of Workplace
Date of Observation
Presentation Topic Australian’s Aboriginal and/or Torres strait islander cultures:
During the presentation did the student cover the following: Comments
All the criteria given for the presentation covered. Yes No
Appropriate use of technology Yes No
Maintain the confidentiality of the client information Yes No
Feedback from the team Yes No
Overall effectiveness of the presentation Yes No
The student’s performance was: Not yet competent Competent
Feedback to student:
Student signature
Observer signature
Unit Assessment Result Sheet (UARS)
Assessment Task 3 – Unit Project Student and Trainer/Assessor Details
Unit code CHCDIV001
Unit name Work with diverse people
Outcome of Unit
Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) ____________________________
