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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 CHC43115 Course name Certificate IV in Disability 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 2 of 56

• 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 3 of 56

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• 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 N il Co-requisite/s Nil Foundation Skills Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 4 of 56

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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 5 of 56

• 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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 6 of 56

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• 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 7 of 56

 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 8 of 56

 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) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 9 of 56

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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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 10 of 56

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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 11 of 56

Assessment Task 1 Written Questions: 1.Define the following terms in 100 -200 words: a) Culture Culture can be defined as a system of characteristics of a group of people specific to a nation or time period. It consists of shared behaviors and belief regarding languages, religions, eating habits, communication etiquette and so on, which distinguishes one social group from another. Culture is passed down from one generation to the next when children learn appropriate ways of behaving and moral lessons from their parents and surrounded people. Culture, however, is not rigid stereotypes. It can be changed moderately over the course of time to fit in the constant changes in surrounded living conditions so that it can help people survive. b) Diversity Diversity is the state of groups of people from different social classes, ethnic backgrounds, genders, ages and so on living together within a particular place and time period. The first thing that come to mind when we talk about diversity are race and gender, however, diversity is composed of numerous other distinctive features including languages, religions, sexual orientations, age groups, faiths, socio-economic classes, physical abilities, attributes, national origin, political beliefs and so on. Diversity is the key to the exploration of these differences in a positive and safe environment. Therefore, every individual is able to make full use of their own features in the community and in the workplace. c) Human Rights Human rights are the very basic rights that each person in the world is entitled to from birth to death, regardless of their race, where they are from, where they live, what they believe or choose to live for their life. Such entitlements are ranging from the very basic ones like the right to live, the rights of access to food, education, healthcare and liberty to the freedom of thought, expressions and decisions regarding their family and marriage, their rights to be protected and at workplace and society as a worker and an individual. The entitlement to these rights is independent and not depend on their sexual orientation, race, ethnic origin, language, religion and is well-protected by most of the national laws and international relevant regulations. d) Cultural identity Cultural identity is unique identify belongs to a group of people, which can compass the place of birth, religion, language, cuisine, social behaviors, believes and so on. It defines how people in the group self-percept and Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 12 of 56

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belong to a specific group that has their own distinct culture and cultural identify may be central to a person’s identity. The presence of culture identity and the feelings of belonging that it brings to people of that culture helps them to have a feeling of being protected and secure. It also provides belonging people with access to social networks which can offer support based on the ground of shared values and aspirations. e) Ethnicity Ethnicity is a term used to classify groups of people on the basis of their identification and cultural expression. an ethnic group is the synonym of an ethnicity. People come from a particular ethnic group have many commonalities such as race, tribes, languages, religions, culture heritage and so on. If you are asked what is your ethnicity, the answer can be arabs ( people populating such countries as Sudan, Iraq and Saudi Arabia and most of them are Muslim) ,Han Chinese ( known as the largest ethnic group in China and in the world) or Carribean ( people who live in countries such as Jamaica, Bahamas). F) Race In the 17 th century, race was used to call groups of people who speak the same language and showed national affiliations. Today, race is regarded as a social construct which refers to a particular group of people categorized mostly by their shared physical characteristics and biological attributes. The physical traits which are commonly considered in the classification of race are the color of skin, the texture and color of hair, bone structure, eye color and so on. The following are some races:  White  Black or African American  American or Alaska Native  Asian  Native Hawaiian and Pacific Islander Beside these race above, there is also ‘ mixed race’, which is used to classify people having their biological parents coming from different race. g) Marginalized community Marginalized community can be defined as communities which are excluded from the society. They do not reserve a right to take part in mainstream political, economic, cultural or social activities. A community becomes marginalized due to the inequality and overpowering in the relationship between different communities in the society. There are various reasons for the act of excluding them. Marginalized communities experience discrimination because of their old age, low economic status, low level of education, suffering from physical disabilities or mental problems. Members of marginalized communities have more difficulties in accessing to education, applying for a job, getting social and housing assistance and so on. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 13 of 56

2. List at least three (3) each internal and external factor that contribute to the formation of the culture? Internal factors  Religion  Language  Art and architecture style. External factors  Living region  Politics  Economy 3. List any three (3) legislations relevant to issues surrounding cultural differences?  Racial Discrimination Act 1975  Age Discrimination Act 2004  Sex Discrimination Act 1984 4. Is it necessary to value and respect the cultural identity and cultural difference of your clients and colleagues? Mention any two (2) reasons.  Accepting and respecting other’s cultural differences means that we recognize the existence of “ways of being” which are different from our own. As a result, we can widen our horizon and understand different perspectives of the world we live in.  By understanding and respecting our clients and colleagues, we can build bridges to trust and better relationships across our social circles, while helping other people with cultural differences to feel confidence, thus encouraging them to be more productive. 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 14 of 56

a. Age Discrimination Act 2004 This Act aims to make the discrimination against employers based on their age illegal, while protecting the older Australians from discrimination in such other areas as education public and social welfare services accessibility. b. Disability Discrimination Act 1992 It is unlawful to treat disabled people less favorably than others because of his or her disability without justification. It also stated that employers should make suitable adjustments to support the disabled at workplace. c. Racial Discrimination Act 1975 This Act makes it illegal for the discriminative actions against people because of his or her race, colour, descent, national origin or ethnic, pregnancy, marital status and disability d. Sex Discrimination Act 1984 This Act makes it illegal for the discriminative actions against people because of their sex, gender identity, intersex status, sexual orientation, marital or relationship status, family responsibilities. 6. A. When was the Universal declaration of human rights was adopted? The Universal declaration of human rights was adopted on 10 th December 1948. B What rights do people have under the Universal declaration of human rights that affect disability support services? Mention any five (5) rights. 1. Article 3: everyone has the right to life, liberty and security of person. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 15 of 56

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2. Article 5: No one shall be subjected to torture or to cruel, inhuman or degrading treatment Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 16 of 56

or p unishment. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 17 of 56

3. Article 6: Everyone has the right to recognition everywhere as a person before the law . 4. Article 22: Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personalit y 5. Article 25: Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 18 of 56

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C. How do Universal declaration of human rights affect individual workers? Answer in 50-100 words. Universal declaration of human rights increases workers’ awareness of their rights when being a member of the global workforce. They know that they are protected from the wrongdoing of their employers and have the right to minimum wage, workplace safety and other basic working conditions. When workers acknowledge human rights, they feel safe and have better work ethic. As a result, their productivity increases, which will directly improve their income and living standard. D. Describe the relationship between human needs and human rights? Answer in 50-100 words. Human needs are things that we have to have in order to lead a good life physically and mentally. Human needs are diverse and vary from people to people. However, there are some universal needs such as the need for food and water, the need for clothing and shelter, the need for sufficient rest. They are basic needs for each of us to survive. These fundamental things form human rights. Human rights mean that everyone reserves the right to be provided with basic needs. In other words, human rights are part of human needs. 7. State any two (2) methods used to review and modify work practices in a workplace for the workers with different languages? 1. choose English as the official language in the workplace and reduce the use of slang words as much as posible. 2. create a list of behaviors that are desirable in workplace and organize regurlar meetings for workers to self- evaluate. 8.A. Why is it necessary to overcome any language and cultural barriers when working with clients? List any two (2) reasons: 1. If we do not understand the language and culture of our clients, we may have poor communication and do something which they consider inappropriate based on their cultural origin. As a result, our clients may not want to continue buy our products and use our service. 2. Understanding clients’ language and culture is the very first step to understand their needs and preference. Subsequently we are able to collect information, introduce new products and services which are more likely to be in demand. Thus, business risks are reduced. 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? Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 19 of 56

1. Learning the basic of our clients’ languages. 2. Using plain language. Speaking as straightforwardly as possible, use common vocabulary and avoid use slang words. 3. Be patient and willing to repeat the messages that you want to convey several times to ensure that there is no misunderstanding. 4. Using body language when needed. 5. Using translation apps to interprete your ideas. C. List any three (3) indications where language interpreter is required in working Environment? 1. Clients want to hire a translator to facilitate their conversations. 2. Your clients speaks English as a secondary language in a difficult way that you hardly manage to understand. 3. You have to communicate in a secondary language in a stressful, important situation and you do not feel confident enough. D. Name any two (2) people who can help when professional interpreter is unavailable? 1. Employees who come from countries speaking that language or have been studying that language for a while. 2. Your family members or friends who can speak that language and are able to get to the meeting quickly and have relevant topics about the topics of the meeting. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 20 of 56

9 . List any three (3) ways to maintain respect for cultural differences when communicating with clients and their family? 1. Conduct a research on the clients’ ways of communication to understand how they express their idea and feelings. 2. Avoid using slang words and keep your expression as simple as possible. 3. Avoid making jokes because it may be considered offensive in some cultures. If you do want to make a choke, search the Internet to make sure it does not break any taboo. 10. A. List any three (3) known causes of discrimination in a disability support or aged care environment? 1. The overwhelming workload makes healthcare workers become stressful and depressed. Subsequently, they are more likely to discriminate against their clients mentally or even physically. 2. Low salary and poor employee benefits causes decline in job enthusiasm and hatred towards clients. 3. Society deep-seated bad prejudice against the disabled and the old because they are thought to be the biggest burden of the economy have influence on people who work in the service. B. Write four (4) strategies that can be implemented to eliminate discrimination from the workplace? 1. Organize classes to educate employees about discrimination. 2. Bring up a rule that whoever uses their words or action to judge others on the basis of their race, disability, nationality and so on will be fined or be fired according to the level of seriousness. 3. Set up a department responsible for workplace discrimination where employees can complain about any inappropriate behaviors. 4. Train supervisors and managers how to deal with discrimination effectively. 11. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 21 of 56

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11. List at least five (5) factors/areas of cultural differences that influence work practices. 1. Religions and beliefs (they affect people through their perceptions about their surroundings and other peoples). 2. Education 3. Language barriers 4. Different communication methods (the meaning of a gesture varies from culture to culture) 5. Dress code 12. Mention Four (4) verbal communication techniques that will help us to develop trust and understanding with the clients at workplace? 1. Use active listening skills by pay much attention to clients’ non-verbal cues to reply precisely and appropriately. 2. Speak with confidence because only when you have confidence in yourself will clients trust you. 3. Speak clearly and concisely by using simple words and avoiding using complex sentences. 4. Change your intonation to fit in the situation. For example, you should raise your voice when emphasizing something. This will keep your clients engaged in your message. 13 List any five (5) nonverbal communication strategies that can be implemented to deal with clients from different cultures? 1. Make good eye contact to gain clients’ trust. Do not staring fixedly into their eyes. 2. Put a gentle smile on your face to make the conversation less stressful. 3. Use body language to facilitate your speaking. 4. Take into account the context to figure out your clients’ messages and avoid misunderstanding. 5. Pay attention to your clients’ gestures and facial expression to point out what they need further explanation. 14. A. Give any one (1) example of a breach of the universal declaration of human rights in Australia? Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 22 of 56 Ivan Milat, Australia's most brutal murderer, was born on December 27, 1944 into a poor family with many children in Guildford, New South Wales, Australia. His childhood was a nightmare when living with a violent father. As a result, Milat showed signs of mental illness from an early age. He is also the perpetrator of a mass murder case in New South Wales between 1989 and 1993 that shocked Australia. He killed 7 travellers in the Belanglo forest, 15 kilometers from the town of Berrima, New South Wales.

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B. What is the line of action when rights or responsibilities not being carried out in the workplace? Write any two (2) appropriate actions. Warnings from authorized people such as manager: The manager will take actions to address any discriminative actions and harassment at workplace. Implement and perfect workplace policy and procedure so that people can have a standard for workplace behaviors and how to detect and resolve situations when rights and responsibilities are not carried out. 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. 1. English has become the dominant language in Australia. Many Aboriginal children are forced to learn English to adapt to the Western society. 2. The presence of Eastern culture in Australia is a cultural influence. The increasing flows of oversea students from Asian countries, especially China stimulates the development of facilities to serve Eastern culture such as Asian restaurants, supermarkets, towns and so on. 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 1. Lack of vegetables and fruits for vegetarians. 2. Pork is served to Muslims who consider eating pork as a taboo. 3. Many kinds of meat are in the list of food served to Buddhists. 2.Disrespecting cultural views about gender 1. Mocking female Islamists for wearing veils to hide their hair. 2. Mocking female Indian for wearing Sari. 3. Discriminative actions and speech about LGBT communities. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 23 of 56

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3.Ignoring client’s complaints with language barrier 1. Stop talking to people who do not know English. 2. Keep speaking in English although old people or disabled people cannot understand. 3. Refuse to find a language interpreter. 4.Exclusion of people because they are Belong to marginalised communities 1. The leaders do not consult disabled staff members for decision-making process. 2. Limit people from a minor people from enjoying company’s benefits. 3. Not allowing them to conduct their religious practices while these practices are actually part of their culture and not do harm to their productivity. 5. Misconduct with the staff member about cultural difference 1. Do not try to resolve any workplace conflicts that arise from cultural misunderstandings. 2. Do not have training activities to help people contain and resolve workplace conflicts because of their differences. 3. Do not respect ideas and opinions of staff members from a minor group of nationality, religions and so on. 6.No opportunity for resident to practice religion 1. Not allowing flexible working hours for staff members to pray or practice their rituals. 2. Prohibit their staff member to belong to a group of people who are having the same religion. 3. Ask them not to engage in their religions’ festivals and activities. 17.Discuss the social, political and economic issues affecting Aboriginal and Torres Strait Island people in 100-200 words? Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 24 of 56

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 Social issues: Aboriginal and Torres Strait Island people suffer from extreme discrimination in Australia. They are more likely to be assaulted than others on the streets, in workplaces, at schools. They are mocked because of their culture and origin. They also the most likely to suffer from social evils like homelessness, crime, debt and so on.  Political issues: For a long time in the history of Australia, Aboriginal and Torres Strait Island were banned from the mainstream political system. Not until 1967 were they officially recognized as Australian citizens.  Economic issues: due to social and political issues, Aboriginal and Torres Strait Island people have great difficulty in finding jobs and they are paid less than others. Subsequently, they have a poor living standard. In short, these three aspects of life have a close relationship. They affect each other through many smaller factors. Social and political difficulties cause economical ones. Economic problems cause more serious social and political issues. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 25 of 56

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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: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 26 of 56

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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) __________________________________ Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 27 of 56

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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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 28 of 56

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• 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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 29 of 56

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 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) Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 30 of 56

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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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 31 of 56

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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 assistance 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 32 of 56

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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 assist 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 The answer: Mark was angry as his cultural and religious needs are not satisfied 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? Three effective strategies:  I should immediately apology Mark for our careless in the serve of meal and have another serve of suitable breakfast.  Listen to any of his complaints and give solutions to contain any similar problems in the future and take note about this concerns.  Explain to him that this problem is just an unexpected issues and that we are not meant to offend him or his religion at all. In fact, we are aware of differences in religions and in any other aspects. 3.W hen 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 The answer: All of the above Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 33 of 56

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4. List any one (1) suggestions that incident should not happen to Mark in future? The disability support facility should include some notices that may help each worker who is responsible for that resident. The notice can be about their religious practices, any incidents and issues in the past that may offend them, any specific mental or physical difficulties that may need additional support. In addition, the working policy and procedure should implement a working procedure that requires all workers to learn about the resident’s background prior to approaching for providing support. 5. What are three (3) work practices that are considered to be culturally appropriate at workplace? Use plain English with clear meanings in daily verbal and written communications. Learn generally accepted communication manners at the workplace, be aware of any situations in a diversified workplace that may potentially cause conflicts. Listen to others and respect all ideas, do not have any offensive or discriminative actions against any specific groups of people on the basis of their differences. 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. Ms. Darlo Chao misunderstood as she thought that she was treated unfair and while having to paid additional interpretation costs. Q2: What strategy as per the case study helped the resident communicating the incidents? Mention any one (1) strategy. The disability support facility should have an interpreter to support any first meeting between the worker and resident. The interpreter should clearly explain to the residents at first that they will not be charged for interpretation. Unit Assessment Pack Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 34 of 56

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Q3: List any two (2) reasons why you will not use a family member as an interpreter for Ms. Darlo? A family member may not have adequate knowledge about healthcare services to clearly understand and deliver the message although their language skills may quite fluent. An well-trained interpreter know the way on how to make both parties feel comfortable by his/her experience and knowledge about culture difference and be able to resolve any conflicts, while a family member may not. Case Study 3 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? Care needs: He need to feel being safe and comfortable and initially, he need to be connected with those people of same background and establish bonds and relationships with them. Once he once got to know other people who are some kinds of similarities in the backgrounds, he and his friends should attend some other bonding activities with all other people in the centre so that he is longer feel isolated. He need medical treatments from doctors and specialists for his Alzheimer's disease and carer who will look after him. Q2: Write down any two (2) situations where Sumemral may feel isolated, exclusion or negative attitude from other residents? He may feel not be able to mingle with others when he is an aboriginal man and afraid that other residents will not welcome him to join with them. He may feel concerned that his disease may annoy others. Q3: What is the immediate trauma to Mr Summeral as per the case study? Mention any one (1) immediate trauma. The trauma of Mr. Summeral can be his wife’s dead. Unit Assessment Pack Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 35 of 56

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Q4: What strategies you would use or implement to ensure a smooth transition of Mr. Summeral into respite care facility? We should investigate his mental and physical health to ensure that all of his health concerned are well- aware by his carers. We should talk and discuss with him and his family about the future plan in his time in care center. Also, we can help him and his family to satisfy any specific needs upon his arrivals at the centre. Provide all information about the process (forms, procedure, and finances) with him or his family. All services and relevant terms should be agreed among us and his family by a binding paper. The carer should be provided with any information so that they can help him to heal such negative feelings as loss and grief. The carer should be instructed on functional use of equipment and devices that he needs. We may ask his close friends and his acquaintances about any of his habits daily routine so that if possible, our carer will help him in maintaining some of his habits, hobbies and daily activities. As thus, he may feel less frightened and isolated. Case Study 4: Mrs Shana 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. She wears a scarf as a religious practice. She did not hand-shake with male as a practice of her religion. Q2: Is it appropriate to offer a handshake to Mrs Shana knowing she does not like to talk to opposite sex? Answer in 15-20 words. In her religion, it is not appropriate to offer a hand-shake with the knowledge about her religion. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 36 of 56

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Q3: Write down any four (4) ways to make Mrs Shana feel comfortable and safe at the facility?  Respect her religion and practices and not offer hand-shake as this can cause annoying situations.  Allow and support her so that she can have time to perform five times of prayers.  Provide her and other Muslim staff with a quiet, safe and dry place to pray.  Do not have any jokes and discriminative talks about her dress and her beliefs.  Respect her ideas and assess her performance fairly at workplace.  Learn about Muslim common practices so that any offensive actions such as offering handshake will not happen in the future. (such as offering dishes made from or contain beef. Case study 5: Ann Ann was living at home had a worker assisting 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 An in the shower . Mary was concerned because Ann needed a lot of assistance 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 to 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? The care worker by not performing ordinary standard of service to Ann when suspecting that Ann and Mary are lesbians. Q2: How would you educate the staff involved in the scenarios? The staff must be warned about this breaching actions as he/she had not delivered a standard services and make Ann not satisfied with the services. In addition, he/she had treated Ann unfair and violate regulations which will put him/he and our business at risk of being law-suited. He/she should therefore make a promise that he/she will not do this against, a sincere apology from the staff to Ann and Mary should be required and that staff member are also to read and learn about laws regarding discriminative actions. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 37 of 56

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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? The carer will have a medical checkup and an investigation about her history of healthy and identify any health problems and disease that may in need of special treatments and special healthcare equipment. For example, if she usually in urgent need of some kind of healthcare equipment, we should accommodate her with the comfort and accessibility to that equipment and to those doctors and specialists who are competent in operations of that equipment. If she is highly sensitive to noisy places, we should provide her with room in quiet areas. Any other things like religion, hobbies will be helpful, we may help her to connect with people of the same religion, past career or hobbies which can support her to mingle with other residents faster, while she will have a feeling of belongingness. In addition, we should talk with her and her family to provide them with information about the care plan in the future and help the to address any specific needs so that Maria will feel relaxed at the center. Q2: What biases Mrs. Maria may experience at the care facility? Other residents or patients may have a negative bias towards Maria based on her past career, her religion, race and her differences. They may isolate her and cause her distress. In the relationship with the carer, some care worker who may percept her as competent, due to their differences in religions, race and community they belong to, may result in the carer’s decisions of not prescribing Maria a medication. Case Study 7: Jason Jason’s mother has been diagnosed with early Parkinson's disease. She would be able to continue living at home if someone provided ongoing supervision. Jason’s sister is married and has two young children. She thinks her unmarried brother should consider either moving back into the family home to provide care or having their mother move in with him. Jason originally moved out because his mother could not accept having a transgender son. He feels torn between his concern for her and his own need to be himself. Q1: How can you support Jason’s mother Jason can provide support in variety forms such as financial support and seek for a competent care-worker to have his mother be supervised and that he can be updated regularly about his mother’s health by the carer. Another way is that instead of moving back, he can have a carer to supervise his mother, while moving to live nearby and pay her regular visits. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 38 of 56

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Q2: How would you involve children to support mother's health and well-being? Children should pay regular visits to their mother or move to live nearby her so that they can support and care for her more. Children also need to discuss with each other to share their care and financial duties to help their mother have a professional healthcare services at the disability support facility and at home. They need to consult experts and doctors to have a well-planned treatment procedure for their mom and keep updates with her health status. They can spend time to participate in the treatment process of their mother by taking their mom to medical checkup, disability support facility and spend time to do exercise with her. They can also move back to home to live with the mother in her own house in a few days whenever they have free time. They can request to work on a flexible working hours or working from home to stay home and supervise her mother. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 39 of 56

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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: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 40 of 56

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Second attempt: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 41 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 42 of 56

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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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 43 of 56

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• 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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 44 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 45 of 56

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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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 46 of 56

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• 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. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 47 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 48 of 56

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Reflective Log Main cultural values, norms and practices: Like many other counties in Europe, our society takes pride in making progress and dedicated to human rights and values. In addition, Iceland is known as the country for gender equality. My country is also well-known for creating such a very inclusive community in which people, regardless of their sexual orientation and differences, are highly aware of our freedom of expression and democracy. Icelanders are very in favor of equal opportunities for everyone. In fact, Iceland was the first country to have the first female president who was elected back in 1980. Icelanders appreciate the knowledge and also very welcome education from other countries, there are more and more young people going abroad to pursue their education. Icelanders are very educated, tech-savvy and informed. Religion and religious practices I am Christian, in my home countries, most of the people including my friends and acquaintance are also Christian. I and my family follow some very basic practices of Christianity in the modern world and believe in our society's values. In Christianity, people believe in one God and that God creates all our universe, heaven and the earth, while God also was crucified on a cross for which forgiveness and salvation are possible for people on the earth. A Christian, therefore, is encouraged to confess and acknowledge their sinfulness to obtain forgiveness from God. A confession meeting with the priest is a good time for reflection when people can be left to lock back about their sins so that they can behave in a better manner and be more known about themselves Food including dietary specifications Icelanders are well-known as coffee lovers, most people in their adulthood like coffee and other types of coffee drinks. As an island nation, fish and seafood is the life of us here and be used in a variety of dishes for lunches and dinners. While the traditional breakfast is a type of yoghurt known as “Skyr” with goji berries, chia seeds, pumpkin seeds. On our special occasions, Icelanders will enjoy an alcoholic beverage called "black death," smoked lamb and sometimes fermented shark meat. Celebration or events: flags, festivals The most well-known traditional festival with most Icelanders is “Þorrablót” in which people will gather with their family and friends to enjoy truly revolting national delicacies. This festival has been celebrated for a long history takes place in either January or February, in the past, it is recorded that people will also gather similarly to enjoy a party with food and drinks. In the past, people used to salt, smoke and bury their fermented food for use in this such important event. Besides the fermented shark, other fermented food is sour ram-testicles, boiled sheep-heads. The Icelanders in modern times also other events such as Art, Music and Food festivals in which they can have time for relaxation and widening social circles. These celebrations take place all year round across the nations and be a unique point for attracting visitors to Iceland. I know many of my best friends at these festivals Family structures and relationships In Iceland, there is a relative lack of formal marriage compared to other countries, women frequently have a child before their marriage. Though, as people respect the equality among people, these out of wedlock are treated equally and be put at the center of the education like any of their counterparts. In a nuclear family with a couple with children, the child-rearing duties are usually shared among their parents so that their mom will not be overburdened during and after their pregnancy period. Iceland is known as the best country to be a woman in the world. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 49 of 56

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Many people in Iceland are relating to half-siblings from their parents' other children by other mates. Friendship is very important in social relations, many people are referred to each other in kin terms despite not having any genealogical relations. These kin groups come together for annual reunions. Spoken languages In Iceland, there are about Iceland citizens are voted as among the friendliest in the world, most of visitors will find it very convenient with using their English in a visit to the country as almost all of our citizens have a fluent level of English. Besides, the other most common spoken languages are Danish, Swedish, Norwegian, French or Spanish. English is the compulsory language in all education. Health care and health issues Heathcare in Iceland is a right and universal medical care is provided. The life span of Icelanders is about 83 years old. The number one cause of death in Iceland is Coronary Heart Disease followed by Alzheimer's Disease (AD). Recognition of cultural influences of Australian practices on your cultural values Australian culture is very respectful to everyone and their differences, which is much like that inclusive one in Iceland. People in Australia help me to be more insightful about the value of diversity of people. Some of my friends from other nations, cultures and religions brings me useful knowledge and unique experience by their own way of thinking in work and life. Effect of changes due to migration to Australia Working in Australia, I have learned some skills, knowledge and tips to work in a diversified working environment as most of my colleagues here are from varied nations, backgrounds and religions. Skills to strive in such a diverse workplace are as much important as language skills when coming to a foreign country, which will have better relationships and be recognized by others at work. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 50 of 56

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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. Case 1 Yuki is an immigrant from Japan. She moved to Australia recently and started working at my department 5 months ago. As she is quite shy and her English language is not fluent, she seemed to find it difficult in talking and chatting with other people. Also, as her limited language capability, she found difficulty in reading industry and company documents which are also found to be very specific by native people. I have approached her to have her in the comprehension of these documents. While she complained to me that she is disappointed as her English is not as good as she used to think, while in the workspace in Australia, she had to talk with people from various accents and did not understand all of the conversations. I suggested her to go on an English class for people working in our sector which may be very useful for her career. Case 2 When my team has a new member who is a Muslim, therefore, he sometimes has to do practices as follows his religion. He is the only one in our team who are having 12 members. At first, he is quite confused that whether he wears his religious costume in a suitable manner or not at the workplace while all others seem to wear suits. We let him know that it is ok for him and other people as this is his culture and we respect that. In Muslim, he is required to follow some rituals and religious practices. For example, he is required to pray every day, our team leader has asked to arrange a quiet and private room for him to pray in quiet every day. Also, at team parties, we try to choose restaurants offering some vegetarian foods and try to not order any dishes made from beef and foods flowing blood to avoid annoying him. Case 3 When I and my team went on a business trip to Japan to meet our potential business partners here. As being aware up-front, Japan is well-known for its complex business etiquette, our team arranged a meeting with some of our colleagues who are Japanese and learn some basic business manners and table etiquette. In Japan, we are accompanied by a cultural guider before and during meetings with our business partners. When coming into Japan we really paid attention to this. For example, in the meeting room, before entering the room, we took off our coat and when entering the private office of a team leader, we Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 51 of 56

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usually knocked 3 times. We also learned and applied some formal greetings and closing for business correspondence. Besides, the table etiquette is also very complex, when receiving a card from our counterpart, we left it on the desk, and while using tea, in Japan, it’s is customary to wait until the business partners to take a sip before we can drink our tea when we are served with a cup of tea when visiting anyone. The exchanging of business cards is also a complex set of etiquette and requires different manners between givers and receivers depending on their positions in their companies. Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 52 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 53 of 56

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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: Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 54 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 55 of 56

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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 Hammond Institute Pty Ltd | TOID: 90720 Issue Date: June 2018 Unit Assessment Pack CHCDIV001 V 10.0 Approved by: Quality & Compliance Dept. Page 56 of 56

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