CHCDIV001 Student Assessment Booklet - AGE (ID 99496)

STUDENT ASSESSMENT BOOKLET
CHCDIV001 Work with Diverse People
CHC33015 Certificate III in Individual Support (Ageing)
Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: info@advancecollege.com.au
RTO Code: 45342
© 2020 Advance College
Advance College is a trading name of Australian Newtown College, RTO 45342.
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIV001 Work with diverse
people.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 5 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: Case studies There are three case studies in this task. You are to read and
complete the questions related to each.
Assessment Task 3: Culture research You are to undertake a research project on a number of
different cultural groups living in Australia.
Assessment Task 4: Cultural reflections You are to reflect on your own experience of culture and
diversity in the workplace.
Assessment Task 5: Workplace You are to be observed by your assessor communicating

observations 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.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
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 appeals
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.
CHCDIV001 Work with Diverse People Page 4

© Advance College Certificate III in Individual Support (Ageing)
January 2020 Version 1.0
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Culture research
4. Cultural reflections
5. Workplace observations
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 assessment?  Yes  No
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 assessment?  Yes  No
If yes, what are they?
____________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: ______________________________________________________________________________________
Student signature: ______________________________________________________ Date: ________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name:
Date of birth: Student ID:
Unit:
 CHCDIV001 Work with diverse people.
Student to complete Assessor to complete
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Written questions
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ___________________________________________________________________________________
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

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.
 Write in the date of submission as advised by your assessor: ______________________
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’.

The concept of diversity encompasses acceptance and respect. It means understanding that each
individual is unique, and recognizing our individual differences. ... Understanding and appreciating
interdependence of humanity, cultures, and the natural environment.
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.
The Benefits of Workplace Cultural Awareness Extend Beyond “Getting Along” ... Being aware of the
common differences between cultures increases trust, improves work relationships and streamlines
projects. It also improves communication, which is the backbone to any successful team.
It's important to be aware of cultural differences so you can avoid conflicts that are related to diversity.
By ensuring that your employees know the importance of understanding cultural differences in the
workplace, you can maximize your business's potential by uniting everyone to focus on achieving your
goals.
Cultural awareness is sensitivity to the similarities and differences that exist between two
different cultures and the use of this sensitivity in effective communication with members of
another cultural group. ... It means working from the cultural perspective of the other person, not from
your own perspective.
c) In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed in
community services.
Cultural competence is the ability to understand, communicate with and effectively interact with
people across cultures. Cultural competence encompasses. being aware of one's own world
view. developing positive attitudes towards cultural differences. gaining knowledge of
different cultural practices and world views.
An organizational culture may not lend itself to cultural competence, so that's where skill building
comes in. A culturally competent organization brings together knowledge about different groups
of people -- and transforms it into standards, policies, and practices that make everything work.
1. Learn about yourself. Get started by exploring your own historical roots, beliefs and
values...
2. Learn about different cultures. ...
3. Interact with diverse groups. ...
4. Attend diversity-focused conferences. ...
5. Lobby your department.

d) List two ways in which an organisation and its staff can demonstrate cultural competence.
1. Organisations should actively facilitate the development of worker cultural

competence through: cultural awareness training, supervision and arranging access to
secondary consultations with cultural consultants and ethno-specific workers.
2. A culturally competent organization has the capacity to bring into its system many different
behaviours, attitudes, and policies and work effectively in cross-cultural settings to produce
better outcomes.
e) In your own words, describe the concepts of ‘cultural safety’ and its impact on community service
workers.
Cultural safety is primarily about examining your own cultural realities and attitudes. ... Cultural
safety is a concept that emerged in the late 1980s as a framework for the delivery of more appropriate
health services for the Maori people in ... Understanding our own culture, and its influence on how we
think, feel and behave is...
A culturally safe workplace has a defined set of values and principles, and demonstrates behaviours,
attitudes, policies, and structures that enable all workers to work effectively cross-culturally. ...
Workers will feel they can contribute to all appropriate discussions, they will work safer and be more
productive.
Research demonstrates that cultural safety can significantly advance the nature and the scope of
healthcare services to Aboriginal and Torres Strait Islander peoples and positively impact their overall
wellbeing. Cultural safety involves strategies to increase system self-knowledge, systemic reflection,
and evaluation.
f) What ways could an organisation and its staff develop cultural competence? Provide at least three
strategies.
1. Limited resources to facilitate culturally competent care. This included Western-based practices,
linguistically-relative materials, lack of bilingual practitioners, lack of interpreters, and a lack of
sufficient training and/or education.
1. 2. Get training for global citizenship. ...

2. Bridge the culture gap with good communication skills. ...
3. Practice good manners. ...
4. Celebrate traditional holidays, festivals, and food. ...
5. Observe and listen to foreign customers and colleagues.

1. 3. Perform a cultural competence self-assessment. ...
2. Obtain a certificate in cultural competence. ...
3. Improve communication and language barriers. ...
4. Directly engage in cross-cultural interactions with patients. ...
5. Participate in online chats and networks.
3.
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.
Duties of employers. An employer's main responsibility is to make sure that the workplace is safe and

that anyone working in or visiting the workplace is not exposed to hazards or harmed by the work. For
example, the employer must: make sure that work areas, machinery and equipment are kept in a safe
condition.
It aims to protect people from the risk of injury or ill health by: Ensuring employees' health, safety and
welfare at work; Protecting non-employees against the health and safety risks arising from
work activities; and. Controlling the keeping and use of explosive or highly flammable or dangerous
substances.
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?
We use discrimination to mean the unfavorable treatment of someone based on them having or not
having a certain characteristic, heritage, or other perceived difference.
Such behavior is always wrong but it might not be illegal. Laws against discrimination vary widely
around the world and even between regions within each country. So, be sure to research the
particular situation in your location before taking legal action.
If you believe you are being harassment or discriminated against, you should speak to a lawyer right

away. ... A lawyer can also make sure you meet all of your legal deadlines for taking action, such as
filing a charge of discrimination with the EEOC or filing a lawsuit.
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.

c) 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.

g) Explain how this situation can impact the cultural safety of the workplace.
h) 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.
i) 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.
j) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide
an example.

a) Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What
fundamental rights has Tom been refused?
QUESTION 6
a) List at least three effective strategies that could encourage effective communication in a situation where
there is a language barrier.
1.
2.
3.
k) 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.

l) Describe the effectiveness of visual imagery when communicating information to diverse audiences.
b) Provide at least three examples of universal imagery or colours used within the workplace (you may draw
examples where required).
1.
2.
3.

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.

d) Using at least three 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.

QUESTION 8
e) 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’.

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’.

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

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

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?
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.
m) 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
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!
n) 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?
o) Review the Universal Declaration of Human Rights and identify Article/s that are being breached in
Umair’s story.

QUESTION 10
a) Explain why some people experience marginalisation.
d) 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.

e) List three protective factors that can help those in marginalised groups to cope.
1.

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.
f) A person with a disability.
1.
2.
3.

QUESTION 12
Access the National Disability Standards at https://www.dss.gov.au/our-responsibilities/disability-and-
carers/standards-and-quality-assurance/national-standards-for-disability-services
In the following table list, each of the Standards and provide for each an example of a possible impact on a
client if a standard was breached. The first one has been completed as an example.
National Disability Standards
Standard 1 Rights If this standard was breached the person would be denied
of their basic human rights to:
 dignity and respect
 freedom of expression
 self-determination
 choice and control
 confidentiality and privacy
 freedom from discrimination, exploitation, abuse, harm,

neglect and violence
 the role of families, friends, carers and advocates in the

safeguarding of rights
 comprehensive systems to prevent or promptly

respond to any breaches of rights
This may lead to them being denied services, or having

services forced on them.
Standard 2

Standard 3
Standard 4

Standard 5
Standard 6
What do I need to hand in for this task? Have I completed this?
Your answers to these questions 

Name:
Unit:
Student Sufficient/
Case studies
Case study 1
Case study 2
Case study 3
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
Complete the questions that follow each case study.

 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.

 You will do this task your own time.
 Answer the questions that were incorrect in writing and resubmit entire assessment.
INSTRUCTIONS:
CASE STUDY 1 – TEAM CONFLICT
A team of community services workers is experiencing conflict. There is an Aboriginal worker on the team
(Barry), a Muslim worker (Ahmed) and two white Australian workers (Janice and Julia). It started when
Ahmed accused Barry of being lazy and rude – ‘He never rushes, even when we are rushed off our feet and
he doesn’t even look me in the eye when he talks to me.’
Barry retaliates by accusing Ahmed of taking time off all the time to ‘pray on his stupid prayer mat’.
Janice responds by saying, ‘For God’s sake, why can’t you just be like the rest of us?’
Janice and Julia get caught up in it with, both Ahmed and Barry complaining all the time about each other
and trying to get them to take sides.
Their conflict is impacting on their clients and colleagues.

1. There are a range of issues that are causing difficulties within this work team. List each one you can
identify. For each issue you identify, indicate the cultural differences that are being misunderstood among
the team members.
1. What could you suggest to help this team resolve their differences in a culturally sensitive manner? List at
least one strategy.

2. Imagine Barry complains to management about the time Ahmed takes to pray. Ahmed puts forth a
suggestion that his prayer time is taken as break times, and he still works a full day – just a longer one
than his colleagues. Management refuses the suggestion as if he gets special treatment, everyone will
want special treatment.
What further issue has now occurred in this workplace?
3. Now let’s imagine Ahmed’s suggestion is successful. However, Barry continues to complain and
encourages others to make fun of Ahmed during his time of prayer. Julia is very uncomfortable about
what is happening.
As an employee, what is Julia’s responsibility in this situation?

4. Review the Universal Declaration of Human Rights. What Article/s are being breached in this scenario?
CASE STUDY 2 – FADI
Fadi has just come into full-time residential care. Fadi tells his son that the food is mainly western style, is
very dull and often tough. As he is a Muslim, Fadi does not eat pork.
The staff always provide another alternative when pork is on the menu but yesterday, when pork sausages
were on the menu, the only alternative was fish – which Fadi has a strong aversion to and cannot eat
without being ill.
When he said he couldn’t eat the sausages or the fish, he was told by staff that he would have to have a
Vegemite sandwich.
Fadi’s son is shocked – this is hardly enough for the main meal of the day!
Fadi’s son encourages his father to complain, but Fadi says he doesn’t want to cause trouble, he is new
and is still trying to settle in.
Fadi’s son decides to put in a formal complaint about the food that is served to his father.
The manager explains that there are many different nationalities and it is impossible for every cultural food
requirement to be catered for all the time. However, the kitchen is keen to help out as much as they can so
long as it is within their tight budget, therefore this is why Fadi was given a sandwich.
1. As a client, what rights does Fadi have that are being breached?

5. What process should be undertaken to investigate this complaint in a culturally sensitive manner?
6. Suggest three strategies that might solve Fadi’s problem.
CASE STUDY 3 – JOAN
Joan is a new, Aboriginal carer at Elise’s service. Lately Joan has had a couple of days off work, and has
also had a few days where she has started work later than others in her team.
Hani, another carer who is also one of Elise’s good friends, begins to gossip about Joan at lunchtime. She
says that Joan excludes herself because she is always so quiet and avoids eye contact with people. Hani
doesn’t like the fact that Joan is new but gets special treatment – no one else comes in late and takes time
off, especially in their first two months at a new job!
Elise is not impressed by Hani’s behaviour and decides to remove herself from the lunch group. She
instead begins to spend some of her lunchtimes with Joan and some different carers. She learns that Joan
takes time off to help with the care of one of her Aunties, who is very ill.
One afternoon Joan approaches Elise and tells her that she will be taking time off work due to Sorry
Business. Elise is not sure what this means, but does not want to appear ignorant and gives Joan her best
wishes – she assumes it must not be good news due to the word ‘sorry’. Joan says that their supervisor is
very compassionate and she is lucky to work for a company that respects her cultural traditions, but says
that some of the staff make her feel shame.
The next day, Hani is talking negatively about Joan again. Elise has had enough, she decides to research
Aboriginal culture so she educate Hani before she gets herself into trouble.

1. Using your knowledge of Aboriginal culture, explain:
 Why Hani’s opinion of Joan’s approach to communication is incorrect and inappropriate.
 Why Joan was caring for her Auntie.
 Sorry Business and how Joan, her family and community would mourn.

 Why Joan’s community has a tradition to not say the name of the deceased for some time.
1. What impact is Hani’s behaviour having on Joan? What did Joan mean about feelings of shame?

2. How do you think that Elise is contributing to a culturally safe and culturally competent workplace?
3. How should the workplace support Joan in terms of her absences?

Name:
Unit:
Student Sufficient/
Culture research
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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ASSESSMENT TASK 3: CULTURE RESEARCH
TASK SUMMARY:
You are to undertake a research project on a number of different cultural groups living in
Australia.

 Access to textbooks, learning materials and the Internet for research.

INSTRUCTIONS:
Answer each the questions below.
1. Research each of the three cultures below and the one of your choice.
What things are of specific importance in these cultures that would need to be considered when providing
health and community services? List at least four items of importance for each culture listed. Consider in
your response spirituality and/or religion and cultural customs.
 Italian culture.
 Vietnamese culture.
 Sudanese culture.
 A culture of your choice that is different to your own.
4. Now research Aboriginal or Torres Strait Islander culture and answer the following questions.
 Which culture did you research? (Tick the appropriate box.)

 Aboriginal culture  Torres Strait Islander culture
 Research the social, political and economic issues that are affecting Aboriginal or Torres Strait
Islander people and write at least two paragraphs about each issue you identify and its impact.
 Research at least three important cultural customs for Aboriginal or Torres Strait Islander people, and
write at least one paragraph about each. For example, you may like to research Men’s and Women’s
Business, Dreaming, smoking ceremonies, the importance of kinship and so on.
 Consider how Western society and culture has affected Aboriginal or Torres Strait Islander people.
Provide five examples.

 Identify two issues that impact Aboriginal or Torres Strait Islander people and describe what programs
and projects have been developed by the Australian government or other stakeholder groups to
address the issues. You may like to use the table format below to present your responses.
Issues Programs and projects developed to address issues
Issue 1
Issue 2
 What are four issues that Aboriginal or Torres Strait Islander people face when engaging with health
and community services?
7. Did your perspective or opinion of each of these cultural groups change due to the information you
learned during this research task? If yes, explain what you learned and how your perspective has
changed. If no, explain why you feel your perspective has remained the same.
Explain how your learnings will help you appreciate and value diversity in your day-to-day work activities
(if you are not currently employed, consider how you will demonstrate this once you are working).

Name:
Unit:
Student Sufficient/
Cultural reflections
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSMENT TASK 4: CULTURAL REFLECTIONS
TASK SUMMARY:
You are to write a reflective report on your own experience of culture and diversity in your
workplace environment.

 Access to textbooks, learning materials and the Internet for research.
 Workplace policies and procedures on working with diversity

INSTRUCTIONS:
For this task, you are required to reflect on your own attitudes, beliefs and perceptions of cultural diversity in
the workplace (if you are a classroom-based student, think about your experiences so far while undertaking
your work placement, or your experiences when working in a previous role).
You are to write a reflective report that covers each item below. You can use the headings provided below to
separate your discussions. You must cover each bullet point.
Remember that cultural sensitivity and competence is not just shown in how you speak and interact with
others, but how you write about different cultures and your opinions and perspectives.
1: YOUR OWN CULTURE

 Discuss your cultural/social background and that of your family. What language, policies/structures and
customs are relevant to your own culture? How do you think your own background impacts on people
from backgrounds/cultures different to your own?
 How do your cultural beliefs, values and experiences affect your own behaviour, your relationships with
others and your social expectations of others from different cultures?
 How do you think your culture has impacted Australian society – consider now and its impacts in the
future? Do you think there has been positive change?
 What changing practices to Australia’s political, economic and social landscape do you believe have
directly impacted your culture?
 Consider what you have learned during this unit of competency. What cultural biases or assumptions did
you have before undertaking this unit?

2: DIVERSITY IN THE WORKPLACE
Note to the student: where you refer to specific colleagues, supervisors or clients, do not identify them by
name. You may like to use ‘Colleague A’ or ‘Client 1’ or similar.
 Provide some detail about your workplace (or the service you are doing your placement at). How diverse
is this workplace in terms of staff and client base? Consider race, gender, sexual identity, religious and
spiritual beliefs and other areas that define diversity in your response.
 How do you, in your day-to-day work activities, show that you value and respect people from different
cultures and backgrounds to your own? Provide at least three examples.
 How culturally competent is your workplace? Give a reason for your ratings.
 How do you think your ability to build professional relationships with your colleagues and clients
encourages a culturally safe work environment?
 How does your own cultural background affect your communication style and delivery in the workplace?
Have you been involved in a cross-cultural misunderstanding with anyone in the workplace, or
experienced a difficult situation that stemmed from diversity?
If yes, explain the situation and the strategies you used to bring it to a respectful, sensitive resolution.
If no, explain a situation you have either seen occur between others in the workplace, or have heard about.
Discuss the strategy used to deal with the situation – do you agree with the way in which it was handled,
or would you have done it differently?
 What is one limitation or barrier you feel you have when working with people from backgrounds or
cultures different to your own? What do you think you can do to remove the barrier or address the
limitation?
 What frameworks, approaches and instruments are used in your workplace to not only champion human
rights, but to also adhere to legislative and ethical requirements? In your response, ensure you are also
referring to frameworks and procedures that deal with discriminatory practices and behaviours.
 What interpreter services does your workplace use or make available to its staff and clients? What is the
process used? How does your workplace ensure that the situation requires an interpreter, and that the
person’s communication needs are met?
 What imagery is used in your workplace to assist with a culturally competent and culturally safe
workplace?
Completed report that addresses all points 

Name:
Unit:
Student Sufficient/
Workplace observations
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSMENT TASK 5: WORKPLACE OBSERVATIONS
TASK SUMMARY:
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.

 Access to your workplace (or placement service if you are a classroom-based student)
 Access to clients or colleagues from different social and cultural backgrounds.

 This task will be done during your assessor’s visits to your workplace service.
 Write in the visit dates as advised by your assessor: _______________________________
INSTRUCTIONS:
For this task, your assessor will observe you during their workplace visit as you communicate and work with
people in your workplace from diverse social and cultural backgrounds, helping to meet their needs (these
will vary according to the situation, and may include care needs, information needs or workplace needs).
You will need to demonstrate your effective communication skills and cultural competence in three different
situations. During each situation, you may be responding or working with one person or multiple people.
This observation may be undertaken in any situation that is relevant to your workplace. For example, you
could be assisting a client with activities, greeting a client’s family, providing information to a client about
services, working with a colleague, meeting with a supervisor and so on.
Following each interaction/situation, your assessor will ask you a series of verbal questions.
You should discuss the arrangements for this assessment with your assessor and supervisor to make sure
that a suitable variety of situations will be available for you during your assessor’s visit. In some cases, your
supervisor and assessor may need to organise for appropriate situations to occur so you can demonstrate
your skills across the three required occasions.
Where you are going to be observed working with clients, you must obtain permission from the client for the
observation to occur. Make sure the permission forms located at the end of this task are signed and submitted
to your assessor.
Your assessor will be looking to see that you can:
 Work and communicate in a manner that shows respect for clients, colleagues and others you interact
with who are from diverse social and cultural groups
 Build and maintain professional relationships with clients and colleagues that are based on
appreciation, respect, trust and confidence
 Demonstrate inclusive work practices
 Contribute to and promote a culturally safe work environment
 Demonstrate use of effective verbal and non-verbal communication appropriate to each socially or
culturally diverse situation
 Deal sensitively and appropriately when encountering language barriers to ensure clear and respectful
communication
 Seek assistance from colleagues or your supervisor as required if you have difficulties in any situations
(note that a verbal question will be asked where this is not able to be demonstrated).

Your assessor will also ask you some verbal questions after the observations are complete.

What do I need to hand in for this task? Have I completed this (where applicable)?
Signed client permission forms (only required where 

interactions/ situations involve clients)


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STUDENT ASSESSMENT BOOKLET

CHCDIV001 Work with Diverse People

CHC33015 Certificate III in Individual Support (Ageing)

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

Assessment Task 5: Workplace You are to be observed by your assessor communicating

How to submit your assessments

Assessment Task Cover Sheet

CHCDIV001 Work with Diverse People Page 4

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: ______________________________________________________________________________________

Student signature: ______________________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

CHCDIV001 Work with Diverse People Page 5

Date of birth: Student ID:

Student to complete Assessor to complete

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: ___________________________________________________________________________________

Student name: ______________________________________________________________________________________

CHCDIV001 Work with Diverse People Page 6

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

CHCDIV001 Work with Diverse People Page 7

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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

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

CHCDIV001 Work with Diverse People Page 8

CHCDIV001 Work with Diverse People Page 9

1. Organisations should actively facilitate the development of worker cultural

1. 2. Get training for global citizenship. ...

CHCDIV001 Work with Diverse People Page 10

Duties of employers. An employer's main responsibility is to make sure that the workplace is safe and

If you believe you are being harassment or discriminated against, you should speak to a lawyer right

CHCDIV001 Work with Diverse People Page 11

CHCDIV001 Work with Diverse People Page 12

CHCDIV001 Work with Diverse People Page 13

CHCDIV001 Work with Diverse People Page 14

CHCDIV001 Work with Diverse People Page 15

CHCDIV001 Work with Diverse People Page 16

CHCDIV001 Work with Diverse People Page 17

CHCDIV001 Work with Diverse People Page 18

CHCDIV001 Work with Diverse People Page 19

CHCDIV001 Work with Diverse People Page 20

Culture Provide a definition of ‘culture’.

Ethnicity Provide a definition of ‘ethnicity’.

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

CHCDIV001 Work with Diverse People Page 21

Gender Provide a definition of ‘gender’.

Transgender Provide a definition of ‘transgender’.

Intersex Provide a definition of ‘intersex’.

Lesbian Provide a definition of ‘lesbian’.

CHCDIV001 Work with Diverse People Page 22

Bisexual Provide a definition of bisexual.

Heterosexual Provide a definition of ‘heterosexual’.

CHCDIV001 Work with Diverse People Page 23

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CHCDIV001 Work with Diverse People Page 25

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: